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susana canelo

How could you incorporate Diigo into your classroom/session setting in a pegagogically... - 238 views

Hi Nelba: Yes, they can see it, without having a Diigo account. That's why it's so easy !! No complications. If you click on the central arrow you can open the webslide. The problem appears if you...

best practices edudiigo learningwithcomputers lwc pedagogy

started by Carla Arena on 07 Jul 08 10 follow-ups, last by susana canelo on 15 Jul 08
Holly Dilatush

How should we use the tagging system to b... | Diigo - 0 views

message.diigo.com/...nd-enhance-collective-k-155056

shared by Holly Dilatush on 29 Jun 08 - Cached
    • Joao Alves
      Joao Alves on 29 Jun 08
       
      It's very to do if you use the Diigo toolbar. Just selelct the text you want to highlight and then click on the arrow beside the "Comment" button on the Diigo toolbar. There choose "Add a floating sticky note to this page." Then you'll get a pop-up window where you can choose to make your note private (only you can see it) or public or share it with a specific group. I am sharing this sticky note with the Learningwithcomputers group.
    • jennifer verschoor
      jennifer verschoor on 30 Jun 08
       
      Thanks for sharing this!!! This is wonderful and we can continue discussing tags, categories or lists with the floating sticky notes. Jennifer
    • Carla Arena
      Carla Arena on 30 Jun 08
       
      Isn't it nice, Jen, this feature? Can you envision pedagogical uses of it in the classroom?
    • Sasa Sirk
      Sasa Sirk on 30 Jun 08
       
      These sticky notes are cool. :-) Thanks for sharing this.
    • Joao Alves
      Joao Alves on 30 Jun 08
       
      Yes, these floating sticky notes are really cool. Maybe we could encourage students to use them to make comments on texts they read on the Net. Who knows they would enjoy this way of reading and writing. Well, it's just a thought, maybe a too optimistic one.
    • Carla Arena
      Carla Arena on 01 Jul 08
       
      We are all optimistic, aren't we, João? Maybe if we started not expecting that the students would write the sticky notes, but, at least, read ours, they could be encouraged to go further. For example, we could have them read a text and use the sticky notes for comprehension, reflection. What do you think?
    • Joao Alves
      Joao Alves on 01 Jul 08
       
      Hi Carla, I like your idea of letting students read our sticky notes first. That would certainly be a good start. We wouldn't ask them to do anything in the beginning except looking at and reading our sticky notes. Maybe they (at least some of them) might also want to try using the sticky notes the same way. And we teachers mustn't show a too great enthusiasm for it, just behave the normal way or even show a kind of uninterested interest. :-) That's a lesson I learned. :-)
    • Carla Arena
      Carla Arena on 02 Jul 08
       
      Exactly, Joao. That's the way I tend to do it, casually! I guess that if we just give the students a link with our annotation, like asking questions, then some of them would be. at least, curious to learn how we did that!
    • Joao Alves
      Joao Alves on 02 Jul 08
       
      Exactly. Let's try that. It seems we are excellent educators. :-)
  • tag things with as many keywords as possible
  • tag things so they are easier for others to find
  • ...29 more annotations...
  • choose any or all of the recommended tags for your bookmarks.
  • you could simply use quotation marks for "lesson plan"
  • there are no better tags than others.
  • we should agree on a special tag for the group like "LWC" that we would always add to every bookmark we tagged.
  • Organizing tags in topics or bundles
  • CamelCase is my favorite for MultiWordTags
  • plural forms for countable nouns.
  • Take, for instance, collaborat, a tag I tend to favor in de.licio.us to capture the essence of collaborate, collaboration, collaborative, and collaborators
  • awareness-raising,
  • are means of raising awareness
  • wondering if there're any shortcut suggestions to 'attacking' the project of revisiting and tagging them?
  • I've been tagging many things both ESOL and ESL (because I don't know if diigo would automatically search for both. Is there a way to find out ?
  • we're moving from just collecting resources to a more engaged collective way of making the best out of the resources we share with the group.
  • the power of folksonomies is exactly having everybody tagging as much as possible, with as much key-words as you can think of. We won't ever be able to create a true "system"
  • agging for personal use x tagging for public good
  • Tagging will always be ambiguous because our very personal ways of classifying things and making them useful for us. Even so, with folksonomies, we're able to see the latest trends in a determined group or about a certain topic, we can go to places never imagined before.
  • http://k12learning20.wikispaces.com/.
  • e-learning
  • e-teaching, e-learning, networking, workshop, web
  • "prof. development"
  • difference between tags and categories
  • web2.0, wiki, professional_development, technology, edtech
  • e-learninge-learninge-teachingedtechnetworkingprof. developmentprofessional_developmenttechnologyweb2.0web2.0wikiworkshop
  • ProDev
  • web2.0, wikis, education, learning, teaching, ProDev, k-12
  • networking
  • I tend to use underscores and plurals, as well as one word tags, like professionaldevelopment, though I agree with Paul that ProfDev would make sense
  • I need to be more consistent.
  • The] "Lists" [function] provides another great way to organize bookmarks, a way that is complementary to tagging
    • Ilse Mönch
      Ilse Mönch on 05 Jul 08
       
      Hi, yes I agree "Lists" are a great way to organize bookmarks. I already made a list for my "teaching resources" items as a try and now I'm going to experiment with the webslides. The only thing is that I imported my bookmarks from delicious and it's hard work to organize them all :-)
  • Carla Arena on 30 Jun 08
     
    So, how could we organize our tagging system after this week's discussion? Give some practical hints here. I'll start with: - try to keep a single word tag - add as many tags as you can think of - think of individual uses of the tags you're using, as well as the collective needs of easy retrieval of resources - tag, tag, tag - pay attention to mispelled words - use the groups' recommended tags in addition to the ones you've already used -
  • Sasa Sirk on 30 Jun 08
     
    Week 2 Discussion in the LearningwithComputers group about ways to improve our collective tagging experience.
IDa Sol

cheap car breakdown - Car Recovery Abu Dhabi cheap car breakdown - 0 views

carrecoveryabudhabi.com/cheap-car-breakdown

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shared by IDa Sol on 07 Apr 22 - No Cached
  • IDa Sol on 07 Apr 22
     
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Benjamin Jörissen

rre : Message: [RRE]The Social Life of Information - 0 views

tech.groups.yahoo.com/...1235

networksofpractice

shared by Benjamin Jörissen on 04 Jun 09 - Cached
  • The importance of people as creators and carriers of knowledge is forcing organizations to realize that knowledge lies less in its databases than in its people.
  • Learning to be requires more than just information. It requires the ability to engage in the practice in question. Indeed, Bruner's distinction highlights another, made by the philosopher Gilbert Ryle. He distinguishes "know that" from "know how".
  • This claim of Polanyi's resembles Ryle's argument that "know that" doesn't produce "know how," and Bruner's that learning about doesn't, on its own, allow you to learn to be. Information, all these arguments suggest, is on its own not enough to produce actionable knowledge. Practice too is required.
  • ...20 more annotations...
  • Despite the tendency to shut ourselves away and sit in Rodinesque isolation when we have to learn, learning is a remarkably social process. Social groups provide the resources for their members to learn.
  • Learning and Identity Shape One Another
  • Bruner, with his idea of learning to be, and Lave and Wenger, in their discussion of communities of practice, both stress how learning needs to be understood in relation to the development of human identity.
  • In learning to be, in becoming a member of a community of practice, an individual is developing a social identity.
  • So, even when people are learning about, in Bruner's terms, the identity they are developing determines what they pay attention to and what they learn. What people learn about, then, is always refracted through who they are and what they are learning to be.
  • In either case, the result, as the anthropologist Gregory Bateson puts it neatly, is "a difference that makes a difference". 29 The importance of disturbance or change makes it almost inevitable that we focus on these.
  • So to understand the whole interaction, it is as important to ask how the lake is formed as to ask how the pebble got there. It's this formation rather than information that we want to draw attention to, though the development is almost imperceptible and the forces invisible in comparison to the drama and immediacy of the pebble. It's not, to repeat once more, the information that creates that background. The background has to be in place for the information to register.
  • The forces that shape the background are, rather, the tectonic social forces, always at work, within which and against which individuals configure their identity. These create not only grounds for reception, but grounds for interpretation, judgment, and understanding.
    • Benjamin Jörissen
      Benjamin Jörissen on 04 Jun 09
       
      kulturelle Muster, die qua Sozialisation erworben werden, und die in Bildungsprozessen verändert werden.
  • A Brief Note on the "Social"
  • It took Karl Marx to point out, however, that Crusoe is not a universal. On his island (and in Defoe's mind), he is deeply rooted in the society from which he came
  • Jean-Paul Sartre
  • We need not watch long before we can explain it: he is playing at being a waiter in a cafe . . . . [T]he waiter plays with his condition in order to realize it
  • So while people do indeed learn alone, even when they are not stranded on desert islands or in small cafes, they are nonetheless always enmeshed in society, which saturates our environment, however much we might wish to escape it at times.
  • For the same reason, however, members of these networks are to some degree divided or separated from people with different practices. It is not the different information they have that divides them.
  • Rather, it is their different attitudes or dispositions toward that information -- attitudes and dispositions shaped by practice and identity -- that divide. Consequently, despite much in common, physicians are different from nurses, accountants from financial planners.
  • two types of work-related networks
  • First, there are the networks that link people to others whom they may never get to know but who work on similar practices. We call these "networks of practice"
  • Second, there are the more tight-knit groups formed, again through practice, by people working together on the same or similar tasks. These are what, following Lave and Wenger, we call "communities of practice".
  • Networks of Practice
  • The 25,000 reps working for Xerox make up, in theory, such a network.
Paul Beaufait

John M. Swales and Christine B. Feak: Academic Writing for Graduate Students, Second Ed... - 0 views

www.press.umich.edu/titleDetailDesc.do

writing academic writing professional writing University of Michigan Press

shared by Paul Beaufait on 25 Jan 09 - Cached
  • Paul Beaufait on 25 Jan 09
     
    in the Michigan Series in English for Academic & Professional Purposes http://www.press.umich.edu/series.do;jsessionid=DE23DDC4C02A2FFCF24D02484BAF601B?id=UM75
  • Paul Beaufait on 25 Jan 09
     
    "contains many practical tips for simplifying and clarifying concepts while maintaining the appropriate register for professional audiences" (LinkedIn: TESOL Group: News Discussion, Times Topics: Who Says?, comment 3, c. 2009.01.24) http://www.linkedin.com/newsArticle?viewDiscussion=&articleID=24075972&gid=122431&split_page=1#comment_3
Paul Beaufait

Web2Access - Products - Type with Me - 7 views

www.web2access.org.uk/170

collaboration products tools Web2Access writing

shared by Paul Beaufait on 20 Mar 10 - Cached
  • Paul Beaufait on 20 Mar 10
     
    Univ. of Southampton's evaluation of a "Web 2.0 Service" offers a brief description and assessments from three perspectives: 1) accessibility, 2) disability-tailoring, and 3) activities for which Type with Me is useful, namely: a) Group Discussion; b) Text-based Editable Information [compilation], c) Note Taking, and d) Collaborative Writing.
Paul Beaufait

Half an Hour: The Future of Online Learning: Ten Years On - 0 views

halfanhour.blogspot.com/...-learning-ten-years-on_16.html

learning future connectivism education technology Downes trends online

shared by Paul Beaufait on 22 Nov 08 - Cached
  • While we want to provide personalized attention, especially to submitted work, testing and grading, learning is still heavily dependent on the teacher. But because the teacher in turn is responsible for assembling, and often presenting, the materials to be learned, customization and personalization have not been practical. So we have adopted a model where small groups of people form a cohort, thus allowing the teacher to present the same material to more than one person at a time, while offering individualized interaction and assessment.
  • Though networks have always existed, modern communications technologies highlight their existence and given them a new robustness. Networks are distinct from groups in that they preserve individual autonomy and promote diversity of belief, purpose and methodology. In a network, however, people do not act as disassociated individuals, but rather, cooperate in a series of exchanges that can produce, not merely individual goods, but also social goods.
  • In the case of informal learning, however, the structure is much looser. People pursue their own objectives in their own way, while at the same time initiating and sustaining an ongoing dialogue with others pursuing similar objectives. Learning and discussion is not structured, but rather, is determined by the needs and interests of the participants.
  • ...9 more annotations...
  • it is not clear that an outcomes driven system is what students require; many valuable skills and aptitudes – art appreciation, for example – are not identifiable as an outcome. This becomes evident when we consider how learning is to be measured. In traditional learning, success is achieved not merely by passing the test but in some way being recognized as having achieved expertise. A test-only system is a coarse system of measurement for a complex achievement.
  • The products of our conversations are as concrete as test scores and grades. (Ryan, 2007) But, as the result of a complex and interactive process, they are much more complex, allowing not only for the measurement of learning, but also for the recognition of learning. As it becomes easier to simply see what a student can accomplish, the idea of a coarse-grained proxy, such as grades, will fade to the background.
  • Most educators, and most educational institutions, have not yet embraced the idea of flow and syndication in learning. They will – reluctantly – because it provides the learner with the means to manage and control his or her learning. They can keep unwanted content to a minimum (and this includes unwanted content from an institution). And they can manage many more sources – or content streams – using feed reader technology.RSS and related specifications will be one of the primary ways Personal Learning Environments connect with remote systems. To use a PLE will be essentially to immerse oneself in the flow of communications that constitutes a community of practice in some discipline or domain on the internet.
  • In the end, what will be evaluated is a complex portfolio of a student’s online activities. (Syverson & Slatin, 2006)
  • place independence means that real learning will occur in real environments, with the contributions of the students not being some artifice designed strictly for practice, but an actual contribution to the business or enterprise in question.
  • As it becomes more and more possible to teach oneself online, and even to demonstrate one’s achievement through productive membership in a community of practice, there will be greater demand for a formalized system of recognition, a way for people to demonstrate their competence in an area without having to go through a formal program of study in the area.
  • the major shift in instructional technology will be from systems centered on the educational institution to systems centered on the individual learner.
  • rather than the employment of a single system to accomplish all educational tasks, both instructors and learners will use a variety of different tools in combination with each other.
  • Automation allows us to more easily create and present content, to more easily form groups and collaborate, to more easily give tests and take surveys. This frees instructors to perform tasks that have been traditionally more difficult and time consuming – to relate to students on a personal basis, to offer coaching and moral support, to learn about and analyze a student’s inclinations and understandings.
  • Paul Beaufait on 22 Nov 08
     
    Thanks for all of your inspiration!
  • Paul Beaufait on 22 Nov 08
     
    "an epic, must-read article" according to Brian Lamb (A social layer for DSpace? 2008.11.19 http://weblogs.elearning.ubc.ca/brian/archives/049355.php)
Noelle Kreider

A look at the technology culture divide | eSchoolNews.com - 11 views

www.eschoolnews.com/...-the-technology-culture-divide

vision digital divide digital immigrants digital natives technology culture divide teaching learning

shared by Noelle Kreider on 14 Apr 10 - Cached
  • Today’s students represent the first generation to grow up with this new technology.
  • While educators may see students every day, they do not necessarily understand their students’ habits, expectations, or learning preferences–this has resulted in a technology cultural divide.
  • Students are very comfortable with technology and generally become frustrated when policy, rules, and restrictions prevent them from using technology. 
  • ...5 more annotations...
  • Educators must relinquish the idea of being all-knowing and replace that concept with an attitude of being a facilitator, knowing that the world of information is just a “click” away.
  • Traditional schools, generally staffed primarily with Digital Immigrants, often provide very little technology interaction compared to the digital world in which students are actually living.  Digital Natives can pay attention in class, but they choose not to pay attention, because in reality, they are bored with instructional methods that Digital Immigrants use.
  • Today’s Digital Native students have developed new attitudes and aptitudes as a result of their technology environment.  Although these characteristics provide great advantages in areas such as the students’ abilities to use information technology and to work collaboratively, they have created an imbalance between students’ learning environment expectations and Digital Immigrants’ teaching strategies and policies, which students find in schools today.
  • Teacher training programs in the area of technology will be paramount in the success of the Digital Native.
  • Twenty-first century educators must begin to answer these questions: Do the educational resources provided fit the needs and preferences of today’s learners?  Will linear content give way to simulations, games, and collaboration?  Do students’ desires for group learning and activities imply rethinking the configuration and use of space in classrooms and libraries?  What is the material basis of digital literacy? What is different in a digital age?  What are kids doing already and what could they be doing better, and more responsibly, if we learned how to teach them differently? Addressing these questions will contribute toward bridging the gap of the technology cultural divide and result in schools where all students have greater potential to achieve academically.
  • Noelle Kreider on 14 Apr 10
     
    Article discussing the technology culture divide between students and their teachers and its implications for rethinking how we teach.
Paul Beaufait

Designing for Learning: Ten Best Practices for Teaching Online: Quick Guide for New Onl... - 21 views

www.designingforlearning.info/...tenbest.html

activities communities discussions education feedback faculty groups hints learning online personalization practices social presence support teachers teaching universities

shared by Paul Beaufait on 03 Feb 13 - Cached
  • Paul Beaufait on 03 Feb 13
     
    On this page, Boettcher explains, "ten best practices for anyone just getting started in the online environment. Research and experience suggest that these practices contribute to an effective, efficient and satisfying teaching and learning experience for both faculty and students" (para. 2, retrieved 2012.02.03 ["Minor revisions May 2011"]).
Holly Dilatush

Using Categories and Tags Effectively on Your Blog - 0 views

www.problogger.net/...-tags-effectively-on-your-blog

blogs personalinterests professionaldevelopment

shared by Holly Dilatush on 26 Jun 08 - Cached
  • Carla Arena on 26 Jun 08
     
    This is specifically related to tagging and categorizing on our blog posts. However, very pertinent to our discussion in the learningwithcomputers group and based on Jennifer's questions.
  • Holly Dilatush on 07 Jul 08
     
    reread
Paul Beaufait

Bridging the Writing Gap | Authorship 2.0 - 0 views

authorship.edublogs.org/...bridging-the-writing-gap

academic authentic authorship bridging communication composition digital education interact media research technology teens texts tools web2.0 writing

shared by Paul Beaufait on 24 Jul 08 - Cached
  • Students, in their infinite wisdom, have identified what makes Web 2.0 communication media so powerful: they genuinely put the act of communication back into writing. They offer a platform for students to use writing to develop their ideas and communicate those ideas to real audiences with real purpose.
  • Paul Beaufait on 24 Jul 08
     
    summarizes and reflects upon College Board and Pew Internet collaborative report on Writing, Technology and Teens:http://pewresearch.org/pubs/808/writing-technology-and-teens (2008.04.24)
  • Paul Beaufait on 24 Jul 08
     
    Marielle (Classroom 2.0) aka mapl3 (Authorship 2.0) publicises findings of a telephone survey and discussion with focus groups of U.S. teens about writing online
jordanspieths

Valentino Shoes On Sale | Valentino Outlet Online - 0 views

www.valentinoshoesvip.com

Valentino Shoes

shared by jordanspieths on 19 Mar 16 - No Cached
  • jordanspieths on 19 Mar 16
     
    Welcome to shop Valentino Shoes Online, 2016 new arrivals Valentino Rockstud Shoes, Pumps, Sneakers big discount on sale save 70% off with free shipping now. Beyond The Beauty Trap If you ask one hundred women, "Do you want to be beautiful?" most of them will say they do. But, if you ask them, "So what do you think of beautiful women?" Most will have some pretty strong opinions. They will tell you that beautiful women are "thin, confident, perfect, welldressed, and that they get what they want." They will tell you that it takes a lot of time, energy, and money to look beautiful. They will also say that beautiful women are usually born that way. These statements are all myths they are not true, but we tend to believe them. And lurking just beneath the surface, the myths get even worse. When questioned more closely, many women will also report that beautiful women are "vain, selfcentered, egotistical, selfish, and basically, not very nice." I have asked tens of thousands of women of all ages and social groups these questions and share with you that this is what many women experience. They also think that they would have to be perfect. And until they are perfect in every way, then they cannot be beautiful. If we think this way, we are in a Valentino Shoes Sale trap! We think we want beauty, but the concept carries a lot of baggage with it. And if it's as bad as some think it is, we should be avoiding it! The unfortunate result is that very few women have been able to be happy or satisfied with their appearance. Yet, we live in a world where others judge us and we judge ourselves on how we look. Most women don't want to be vain. In fact, the fear of becoming vain or being perceived as vain keeps many women from seeing and experiencing their beauty. This becomes very understandable when you look up the word "vain" in the dictionary. It is defined as, "having no real value, idle, worthle
USA Yelp Accounts

Buy Google Map Reviews-(Google 5 Stars Cheap) - 0 views

usasmmcity.com/...buy-google-map-reviews

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shared by USA Yelp Accounts on 16 May 24 - No Cached
  • USA Yelp Accounts on 16 May 24
     
    Buy Google Map Reviews In today's digital age, Google Maps has become an essential tool for businesses of all sizes. It not only helps customers navigate and locate physical stores or establishments, but also serves as a platform for potential customers to gauge the quality and credibility of businesses. One way businesses can enhance their online presence and reputation on Google Maps is by purchasing reviews. While some might argue that buying reviews is unethical, others view it as a legitimate marketing strategy to boost their visibility and attract more customers. In this article, we will explore the concept of buying Google Map reviews, delve into its pros and cons, and discuss whether it should be considered as a viable option for businesses looking to thrive in the digital landscape. What are Google Map Reviews? A crucial component of the well-known navigational tool, Google Map evaluations let users express their ideas, insights, and opinions about a range of establishments and destinations. When someone is looking for advice, information, and insights before visiting a place, these reviews are a priceless resource. Google Map reviews give users a platform to score their experiences and write helpful remarks that can assist others make decisions, whether they're looking for a new restaurant to try, a hotel to book, or even a local destination to explore. Every Google Map review includes a written summary of the user's experience along with a star rating out of five, where five is the highest. Anyone utilizing Google Maps can read these reviews, making it an open and democratic forum for feedback sharing. In many cases, real-world instances and first-hand accounts from other travelers and clients are more dependable and credible than conventional commercials or official company websites. Google Map reviews ensure that consumers may make well-informed judgments based on trustworthy peer opinions and help users feel more connected to one another. The
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