let´s imagine I wanted to my students to explore some listening sites, like I have done before, the webslides would have been much more interesting than the list of links I provided them.
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How do you envision using the Webslides f... | Diigo - 0 views
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Joao Alves on 07 Jul 08Webslides are a cool feature of Diigo. Thinking if there is another handy use we could use with the students.
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http://michelemartin.typepad.com/thebambooprojectblog//2008/06/using-delicious.html
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As we had started testing Diigo, I decided to start my portfolio here just by deciding on a unique tag, digifolio_carlaarena. Then, I created a list called "digifolio" and started adding the pages that represented my work, projects, thoughts, ideas, collections.
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http://slides.diigo.com/list/carlaarena/digifolio
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shared by Carla Arena on 07 Jul 08
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How do you envision using the Webslides feature? | Diigo - 0 views
groups.diigo.com/...ing-the-webslides-feature-4804
diigo diigotools education edudiigo learningwithcomputers pedagogy weblsides
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During the Blogging4Educators session that we co-moderated earlier this year, we created a lot of content on various sites. I bookmarked these sites, saved them to the list Blogging4Educators, and then looked at the webslides. It looks really professional, and is easy to share with others!http://slides.diigo.com/list/mhillis/blogging4educators
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http://slides.diigo.com/widget/slides?sid=5250so, let´s imagine I wanted to my students to explore some listening sites, like I have done before, the webslides would have been much more interesting than the list of links I provided them.
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Some weeks ago, I read Michele Martin´s interesting post about creating an e-portfolio in Delicious.http://michelemartin.typepad.com/thebambooprojectblog//2008/06/using-delicious.htmlAs we had started testing Diigo, I decided to start my portfolio here just by deciding on a unique tag, digifolio_carlaarena. Then, I created a list called "digifolio" and started adding the pages that represented my work, projects, thoughts, ideas, collections. It's just in the beginning, but I guess it has potential and it can show a bit about who you are, what you believe in, what you do in a very interesting way. Still lots to do, though...I want to narrate it or, at least, add some music to it, but I haven't had time (suffering a lot on vacation in Boston!!!). The description of my list, I used to add some info about the digifolio. Then, for the description space for each link, I added some aspect about my project, work, collection or thought. Well, just an idea. I hope you enjoy it. And suggestions and comments are always welcome to improve it!http://slides.diigo.com/list/carlaarena/digifolio
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shared by IN PI on 22 Jun 08
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Coding In Paradise: Creating a Personal Research Agenda - 0 views
codinginparadise.org/...-personal-research-agenda.html
21stcenturyteachers agenda alunos web webfuture
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1.About having a research agenda: 1.1."It is a list of questions to focus on, the organizing principle around which you work" 1.2.Benefits from having a personal research agenda: Keeps the track of meaning like following a thread while your thought mules over those questions. 2. Sharing of personal research questions: They turn around the future web - The Editable Web: finding "a web browser that deeply embeds collaboration and editing." 3. The fabulous "Web-utopia": "people, collaboration and usability are first class citizens; ... seamless community as a major component of the browser...unifying editing and community (Tim Berner)...collaborative hypertext... 4."How can we create communication technologies that provide ever greater levels of interpersonal connection...? 5. "How can we create information technologies of focus and minimal distraction...?" ("The law of conservation of attention") 6. On search systems 7. On transforming how we link and talk about information and docs 8. Lightening the handling of events 9. On effectiveness at creating ideas 10. On creating technologies as important as writing
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CogDogRoo - StoryTools - 2 views
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Alan Levine's list of 50 tools you can use to tell stories, rounded out with examples from him and others.
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"The Fifty Tools Below you will find 50+ web tools you can use to create your own web-based story. Again, the mission is not to review or try every single one (that would be madness, I know), but pick one that sounds interesting and see if you can produce something. I have used each tool to produce an example of the original Dominoe story, plus links are provided, where available, to examples by other people. Please share your own examples or thoughts in the discussion area of this wiki. But before rummaging around the toolbox, have you done your prep work? Do you have your story idea or presentation concept outlined, developed? This should be on paper or in a document file or scribbled on the back of a napkin, but do not rely on making it up as you go! If not, go back 2 spaces and do this now. Next- do you have your media assets available, your images, video clips, audio files-- if not go find your media now."
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Week 1 - Any Questions or Comments about Social Bookmarking? | Diigo - 0 views
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Another aspect is that I think that online bookmarking should make us guilty-free instead of guilty because we don't check all the links we've bookmarked.
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As for information overload, I consider bookmarking a way to dribble information overload. Why? If you have tons of bookmarks together with tons of people's bookmarks being tagged, you can use those bookmarks to create meaning whenever needed.
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If you consider Diigo for that matter, you could easily set up a group and you could have the bookmarks for your students to start with and encourage them to share their bookmarks with the group. Also, I'd consider specific tags
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I thought the idea of a digital portfolio using tags a very interesting one, even more with the webslides. You can keep track of all the online artifacts you've been creating. Interesting for busy educators!
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First, add tags that are meaningful for you, for your private retrieval, and also tags that have been suggested by the group that will help others browse through the treasures you find online.
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Every online resource we explore is bookmarked and shared with the group. I used to do that in delicious. Now, I'll have to see how to do that here. In delicious I could easily organize my tags in Weeks (bundling tags). Here, I think you can use the "lists" to organize your tags in a meaningful way to the group. I'll check that.
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Academic Projects | Walco Solutions - 0 views
Integrating ICT into the MFL classroom:: SSAT Annual Languages Conference 2008#comment-... - 0 views
webgoldrush » Web Widgets - 0 views
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shared by IN PI on 22 Jun 08
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Nine Notable Uses for Social Bookmarking - 0 views
www.webupon.com/...s-for-Social-Bookmarking.60972
21stcenturyteachers delicious e-portfolio web2.0wednesdays
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Nine uses - A use Information for yourself 1. Create a calendar of upcoming events 2. use bookmarks as a people data base 3. Maintain an on-line folder of research materials and reference sites 4. Create a file indexing system - images, video, audio - for items that are on line: organize them and also graphics and written documents: any kind of file on the Web can be classified and stored. 5. Determine the popularity or a website or a link: if certain bookmarks are being saved by many users, it may be an indication that the material is worth while. B - Share information with other people 6. Create a public on-line portfolio: you can use bookmarks to create a tagged index of your on-line creative work. These groupings of your content may be shared with others in social bookmarking sites. 7. use bookmarks to make new contacts: discover the profile IDs or those who created the bookmarks: you may contact a person that bookmarks a lot of sites that you are looking for too. 8. Become an expert in giving opinions about specific websites. 9. Bookmarks may organize documents by multiple criteria within a single application; but you may use several different bookmarking applications: 9.1. Delicious - large number of users - great sharing. 9.2. Magnoia - with social features making it easier to share ideas. 9.3. Netvouz - powerful search and tagging
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IWBNet - 0 views
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How should we use the tagging system to b... | Diigo - 0 views
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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.
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Thanks for sharing this!!! This is wonderful and we can continue discussing tags, categories or lists with the floating sticky notes. Jennifer
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Isn't it nice, Jen, this feature? Can you envision pedagogical uses of it in the classroom?
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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.
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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?
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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. :-)
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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!
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we should agree on a special tag for the group like "LWC" that we would always add to every bookmark we tagged.
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Take, for instance, collaborat, a tag I tend to favor in de.licio.us to capture the essence of collaborate, collaboration, collaborative, and collaborators
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wondering if there're any shortcut suggestions to 'attacking' the project of revisiting and tagging them?
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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 ?
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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.
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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"
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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.
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e-learninge-learninge-teachingedtechnetworkingprof. developmentprofessional_developmenttechnologyweb2.0web2.0wikiworkshop
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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
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The] "Lists" [function] provides another great way to organize bookmarks, a way that is complementary to tagging
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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 -
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Week 2 Discussion in the LearningwithComputers group about ways to improve our collective tagging experience.
Using digital audio, 14 to 19: Reshaping Languages - CILT - 0 views
My Languages: Jog The Web: The Whistle Tour of My Favourites on My Languages - 0 views
isabellejones.blogspot.com/...tle-tour-of-my-favourites.html
blogs ict ideas iwb languages links resources websites
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My Languages blog-For MFL teachers (step 1) - 0 views
www.jogtheweb.com/...index.php
blog curriculum french ict ideas iwb languages links mfl primary resources software spanish
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Shirky: Ontology is Overrated -- Categories, Links, and Tags - 0 views
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there is no shelf, and that there is no file system. Google can decide what goes with what after hearing from the user, rather than trying to predict in advance what it is you need to know.
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The signal benefit of these systems is that they don't recreate the structured, hierarchical categorization so often forced onto us by our physical systems. Instead, we're dealing with a significant break -- by letting users tag URLs and then aggregating those tags, we're going to be able to build alternate organizational systems, systems that, like the Web itself, do a better job of letting individuals create value for one another, often without realizing it.
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rre : Message: [RRE]The Social Life of Information - 0 views
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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.
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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".
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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.
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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.
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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.
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In learning to be, in becoming a member of a community of practice, an individual is developing a social identity.
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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.
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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.
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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.
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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.
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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
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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
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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.
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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.
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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.
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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"
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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".