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Carla Arena

The Bamboo Project Blog: Professional Development Practice: The One Sentence Journal - 0 views

michelemartin.typepad.com/...professional-de.html

blog blog_post michelemartin onesentenceproject professional_development professionaldevelopment reflection reflectivepractice resources vpd

shared by Carla Arena on 17 Jun 08 - Cached
  • Carla Arena on 17 Jun 08
     
    This idea is doable and a great starter for newbies. Inspiring!
Carla Arena

Live Blogging with Google Docs at The Journey - 0 views

explorations.bloxi.jp/...live-blogging-with-google-docs

blog blogging braztesol braztesol08 carlaarena conference documents edutechbr googledocs learningwithcomputers resources web2.0

shared by Carla Arena on 10 Jul 08 - Cached
  • Carla Arena on 10 Jul 08
     
    Great idea to use during live events. This year, during the TESOL conference, I blogged live by using the iPhone and writing on a post as I watched the presentation. Some friends said that the profited from it as they couldn't be there and I was sharing at the exact moment things were happening. Would love to hear from you if you try it any time soon.
Carla Arena

Creating an Audio Picture Dictionary for iPods & iPhones - 0 views

www.edvista.com/...audiodictionary.html

dictionary education iphones learningwithcomputers listening mobile mobility pictionary resources tools

shared by Carla Arena on 14 Jul 08 - Cached
  • Carla Arena on 14 Jul 08
     
    This idea was presented by Claire Sisbkin during the TESOL Conference, and it's just really, really neat! It's a dictionary students can listen to and see the pictures in their ipods and iphones.
Illya Arnet

Edtags.org: Tags: esl - 0 views

www.edtags.org/...esl

documents edtags education learningwithcomputers necc08 resources teaching web2.0 wiki

shared by Illya Arnet on 14 Jul 08 - Cached
  • Illya Arnet on 14 Jul 08
     
    I found this in the NECC 08 webcasts and it looks like a great source for educators. The idea is to make a social tagging platform like delicious (or diigo!) but have it only relevant to educators. I can also warmly recommend the webcast: http://www.kzowebcasting.com/necc/ Tuesday 11am - Edtags.org
Carla Arena

k12learning20 » 23Things - 0 views

k12learning20.wikispaces.com/23Things

shared by Carla Arena on 24 Jun 08 - No Cached
  • Each week, you will complete two or three Discovery Exercises and Learning Tasks ("Things"), as listed below.
    • Carla Arena
      Carla Arena on 24 Jun 08
       
      I just loved the concept of "things here". Wonderful resource for personal exploration or to give you an idea on teacher training.
Maria Lorena Recio

My future goal - pamela scurry - KRONOMY - 0 views

www.kronomy.com/guest.php

activities education english grammar learningwithcomputers online resources teaching timeline tools

shared by Maria Lorena Recio on 29 Jul 08 - Cached
  • Maria Lorena Recio on 29 Jul 08
     
    To create a time line
  • Maria Lorena Recio on 29 Jul 08
     
    I've found this tool to create timelines. I haven't give it a try yet but I think it can be promising, especially when learning tenses. Or maybe, at the beginning of the year, make students do a timeline with the objectives they would like to reach until the end of the year. Just ideas. Hope you find it useful, Lore
Carla Arena

Folksonomies - Cooperative Classification and Communication Through Shared Metadata - 0 views

www.adammathes.com/...folksonomies.html

classification collaboration flickr folksonomies folksonomy metadata tagging tags

shared by Carla Arena on 27 Jun 08 - Cached
  • A user on Flickr, Andrew Lowosky, began posting pictures of doorbells in Florence, along with a brief piece of fiction about the doorbell in the description of the photograph. He dubbed this combination of photograph and short story “flicktion,” and tagged it as such. (Lowosky, 2004.) Some other users have been tagging photographs with “flicktion” and writing short fiction to accompany it
    • Carla Arena
      Carla Arena on 27 Jun 08
       
      Interesting use of tags.
  • the most used tags are more likely to be used by other users since they are more likely to be seen
    • Carla Arena
      Carla Arena on 27 Jun 08
       
      That's our idea, isn't it? Providing more tags that will be useful for individual use and for the group.
  • A folksonomy represents simultaneously some of the best and worst in the organization of information. Its uncontrolled nature is fundamentally chaotic, suffers from problems of imprecision and ambiguity that well developed controlled vocabularies and name authorities effectively ameliorate. Conversely, systems employing free-‍form tagging that are encouraging users to organize information in their own ways are supremely responsive to user needs and vocabularies, and involve the users of information actively in the organizational system. Overall, transforming the creation of explicit metadata for resources from an isolated, professional activity into a shared, communicative activity by users is an important development that should be explored and considered for future systems development.
    • Carla Arena
      Carla Arena on 27 Jun 08
       
      imprecision and ambiguity x free-form tagging - user-generated communicative activity. We should see how our community semantic building evolves.
  • Paul Beaufait on 27 Jun 08
     
    reference from Folksonomies: Tidying up Tags?
  • Carla Arena on 27 Jun 08
     
    Thanks, Paul, for bookmarking this site. Interesting reading that points out to what we've been experiencing, the strengths and weakenesses of folksonomies. If we learn about them, we can try to minimize a bit ambiguity problems in tagging, though they will always be there!
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.
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

mELTing Activities, Lessons and Ideas: ELT Blog Carnival - Pronunciation - 8 views

eslcarissa.blogspot.mx/...og-carnival-pronunciation.html

blogs online pronunciation resources teaching

shared by Paul Beaufait on 12 Sep 13 - No Cached
  • Paul Beaufait on 12 Sep 13
     
    "an array of blogs on the topic of pronunciation"
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