Skip to main content

Home/ LearningwithComputers/ Group items tagged suggestions

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Paul Beaufait

Conversations.net - Conversations - 0 views

www.conversations.net

search Twitter Ning Jaiku Blogger Plurk Twine Diigo Google Groups Yahoo Groups groups

shared by Paul Beaufait on 22 Dec 08 - Cached
  • Paul Beaufait on 22 Dec 08
     
    Suggested uses: extending networks, retrieving lost conversations
  • Paul Beaufait on 22 Dec 08
     
    Search engine collection by Steve Hargadon (www.stevehargadon.com) "that allows you to search across ALL public Ning networks and other conversation-oriented sites for specific content" (On Classroom 2.0: ... New Searching Site; December 16, 2008). allows you to search across ALL public Ning networks and other conversation-oriented sites for specific content.
susana canelo

Videos with syncro subtitles - 0 views

140.122.83.227/...4.htm

subtitled tools video

shared by susana canelo on 08 Aug 08 - Cached
  • susana canelo on 08 Aug 08
     
    Suggested by Vance. A cool tool from Japan
Carla Arena

Is Google Making Us Stupid? - 0 views

www.theatlantic.com/...google

article brain google learningwithcomputers magazine neurology reading technology theatlantic

shared by Carla Arena on 10 Jul 08 - Cached
  • hyperlinks don’t merely point to related works; they propel you toward them.)
  • They supply the stuff of thought, but they also shape the process of thought. And what the Net seems to be doing is chipping away my capacity for concentration and contemplation. My mind now expects to take in information the way the Net distributes it: in a swiftly moving stream of particles. Once I was a scuba diver in the sea of words. Now I zip along the surface like a guy on a Jet Ski.
  • “power browse” horizontally through titles, contents pages and abstracts going for quick wins
  • ...15 more annotations...
  • We are not only what we read
  • We are how we read
  • Wolf worries that the style of reading promoted by the Net, a style that puts “efficiency” and “immediacy” above all else, may be weakening our capacity for the kind of deep reading that emerged when an earlier technology, the printing press, made long and complex works of prose commonplace
  • Our ability to interpret text, to make the rich mental connections that form when we read deeply and without distraction, remains largely disengaged.
    • Carla Arena
      Carla Arena on 10 Jul 08
       
      So, how can we still use "power browsing" and teach our students to interpret, analyze, think.
  • The human brain is almost infinitely malleable. People used to think that our mental meshwork, the dense connections formed among the 100 billion or so neurons inside our skulls, was largely fixed by the time we reached adulthood. But brain researchers have discovered that that’s not the case
    • Carla Arena
      Carla Arena on 10 Jul 08
       
      That's what a student of mine, who is a neurologist, calls neuroplasticity.
  • Still, their easy assumption that we’d all “be better off” if our brains were supplemented, or even replaced, by an artificial intelligence is unsettling. It suggests a belief that intelligence is the output of a mechanical process, a series of discrete steps that can be isolated, measured, and optimized. In Google’s world, the world we enter when we go online, there’s little place for the fuzziness of contemplation. Ambiguity is not an opening for insight but a bug to be fixed. The human brain is just an outdated computer that needs a faster processor and a bigger hard drive.
    • Carla Arena
      Carla Arena on 10 Jul 08
       
      Scary...
  • It’s in their economic interest to drive us to distraction.
    • Carla Arena
      Carla Arena on 10 Jul 08
       
      more hyperlinking, more possibilites for ads, more commercial value to others...
  • The kind of deep reading that a sequence of printed pages promotes is valuable not just for the knowledge we acquire from the author’s words but for the intellectual vibrations those words set off within our own minds. In the quiet spaces opened up by the sustained, undistracted reading of a book, or by any other act of contemplation, for that matter, we make our own associations, draw our own inferences and analogies, foster our own ideas. Deep reading, as Maryanne Wolf argues, is indistinguishable from deep thinking.
    • Carla Arena
      Carla Arena on 10 Jul 08
       
      we really need those quiet spaces, the white spaces on a page to breathe and see what's really out there.
    • Carla Arena
      Carla Arena on 10 Jul 08
       
      we really need those quiet spaces, the white spaces on a page to breathe and see what's really out there.
    • Carla Arena
      Carla Arena on 10 Jul 08
       
      we really need those quiet spaces, the white spaces on a page to breathe and see what's really out there.
  • If we lose those quiet spaces, or fill them up with “content,” we will sacrifice something important not only in our selves but in our culture.
  • I come from a tradition of Western culture, in which the ideal (my ideal) was the complex, dense and “cathedral-like” structure of the highly educated and articulate personality—a man or woman who carried inside themselves a personally constructed and unique version of the entire heritage of the West. [But now] I see within us all (myself included) the replacement of complex inner density with a new kind of self—evolving under the pressure of information overload and the technology of the “instantly available.”
  • As we are drained of our “inner repertory of dense cultural inheritance,” Foreman concluded, we risk turning into “‘pancake people’—spread wide and thin as we connect with that vast network of information accessed by the mere touch of a button.”
  • Carla Arena on 10 Jul 08
     
    I bought the Atlantic just because of this article and just loved it. It has an interesting analysis of what is happening to our reading, questions what might be happening to our brains, and it inquires on the future of our relationship with technology. Are we just going to become "pancake people"? Would love to hear what you think.
susana canelo

Week 1 - Any Questions or Comments about Social Bookmarking? | Diigo - 0 views

groups.diigo.com/...-about-social-bookmarking-4356

shared by susana canelo on 23 Jun 08 - Cached
    • Joao Alves
      Joao Alves on 23 Jun 08
       
      The idea of bundling tags in weeks is a very good and simple one. Students feel there is a guidance and that they don't need to waste time searching for relevant information. It's like in webquest where you give certain sites to students to explore about a specific topic.
  • Besides, I created a tutorial with the most important features in Delicious.
  • 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.
  • ...11 more annotations...
  • Who said we need to look at them all?
  • 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.
  • 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
  • I think the comments feature and the sticky notes have great potential in the classroom!
  • Working with bookmarks to make a digital portfolio sounds very creative.
  • 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!
  • I think a really big thing is to change one's way of thinking.
  • 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.
  • Handling more information and sharing it with our colleagues should make us better teachers.
  • 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.
    • Joao Alves
      Joao Alves on 24 Jun 08
       
      This would be interesting to explore further.
  • Joao Alves on 23 Jun 08
     
    You are such a competent teacher using technologies, Carla. Congratulations!
Carla Arena

How could you incorporate Diigo into your classroom/session setting in a pegagogically ... - 0 views

groups.diigo.com/...a-pegagogically-sound-way-4890

best_practices bestpractices diigo diigotools education edudiigo learning learningwithcomputers pedagogy susanacanelo teaching

shared by Carla Arena on 09 Jul 08 - Cached
  • I created a list to one of my courses where my students themselves brought a video about environment : A beautiful lie.It was a really good experience because of the richness of their comments. Some of them in a good English , some of them in Spanglish.I had the idea to go on with that topic so I made a list with three pages (just an experiment) I highlighted some paragraphs and sticked notes suggesting the activity we're going to do with that.Then I got the widget and embeded into my blog.
  • Carla Arena on 09 Jul 08
     
    Wonderful idea shared by Susana Canelo.
Carla Arena

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

shared by Carla Arena on 07 Jul 08 - Cached
  • 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
    • Carla Arena
      Carla Arena on 07 Jul 08
       
      Mary Hilliis Contribution
  • 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.
    • Carla Arena
      Carla Arena on 07 Jul 08
       
      Ana Maria's Contribution
  • 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
    • Carla Arena
      Carla Arena on 07 Jul 08
       
      Carla Arena's contribution
  • Carla Arena on 07 Jul 08
     
    Week%203%20Discussion%20on%20the%20Webslides%20feature%20in%20Diigo
Carla Arena

Getting students interested in languages: is it that hard? - 0 views

www.boxoftricks.net/?p=162

boxoftricks education languages learning learningwithcomputers list podcasts resources suggestions teaching tools web2.0

shared by Carla Arena on 05 Aug 08 - Cached
  • Carla Arena on 05 Aug 08
     
    Very simple and effective ways to add value to the language classroom.
Paul Beaufait

Tech4Learning - Pics4Learning - 0 views

www.pics4learning.com

copyright education graphics photography photos resources

shared by Paul Beaufait on 04 Sep 08 - Cached
  • Paul Beaufait on 04 Sep 08
  • Paul Beaufait on 04 Sep 08
     
    "Pics4Learning is a copyright-friendly image library for teachers and students.... Unlike many Internet sites, permission has been granted for teachers and students to use all of the images donated to the Pics4Learning collection" (About Pics4Learning, 2008.09.03).
anonymous

ELC Study Zone: 330 Grammar Exercises - 0 views

web2.uvcs.uvic.ca/...index.htm

elt english grammar learningwithcomputers

shared by anonymous on 10 Jun 08 - Cached
  • Learning with Computers group on 10 Jun 08
     
    Suggested by Dennis in Phoenix
Paul Beaufait

Web 2.0 for the Classroom Teacher - 0 views

www.kn.att.com/...listweb20s.html

classroom education k-12 learning online podcasts reference resources teaching tools web2.0

shared by Paul Beaufait on 30 Jul 08 - Cached
  • carefully preview any sites before sharing materials in the classroom with students!
  • Paul Beaufait on 30 Jul 08
     
    As Sue Summerford suggests, especially for non-adult learners, "carefully preview any sites before sharing ... with students!"
  • Paul Beaufait on 30 Jul 08
     
    Web 2.0 tool catalog in Web 1.0 form, updated 2008.02.12, revised 2008.06.27 (2008.07.30)
Joao Alves

Guide to Grammar and Writing - 0 views

grammar.ccc.commnet.edu/grammar

english grammar guide language learningwithcomputers reference writing

shared by Joao Alves on 10 Jun 08 - Cached
  • Learning with Computers group on 10 Jun 08
     
    the level is more for intermediate to advanced, in fact, it was not specially made for L2 learners. It still seems very useful, though. Connected with writing. Suggested by Illya
Carla Arena

How do you envision using the Webslides feature? - 124 views

Dear Berta, I have the same feeling...I wish I had known about Diigo and Webslides before I had taught the Listening Plus online course, but it's never too late, and I'll surely see how it can be ...

diigo goodpractices learningwithcomputers practices webslides

started by Carla Arena on 30 Jun 08 7 follow-ups, last by Carla Arena on 07 Jul 08
jodi tompkins

Lesson: The Funtion of Images in Text - 0 views

www.kn.sbc.com/...lvfunction.html

visualliteracy

shared by jodi tompkins on 27 Jan 10 - Cached
  • show students
  • show students
  • show students
  • ...9 more annotations...
  • show students
  • show students
  • show students
  • Example - An image can be used to show what an idea might look like. The picture may be used to illustrate a concept that is being described within a text or strengthen a point of which the author is trying to persuade his or her audience
  • Evidence - An image can be used to add new information. The picture may be used to represent data that is being described within a text or highlight one aspect of an argument of which the author is trying to persuade his or her audience.
  • Expression - An image can be used to express a feeling or attitude. The picture may be used to stylize information that is being described within a text or make an ironic or emotional comment on the point of which the author is trying to persuade his or her audience. Suggested Procedure
  • show students
  • show students
  • show
  • jodi tompkins on 27 Jan 10
     
    5 e's of visual literacy. a lesson plan on using photos in social studies, science, and comm arts classes
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

ALIS Newsletter - June 2011 - 2 views

newsmanager.commpartners.com/...6.html

ALIS applied linguistics attitudes IELTS languages linguistics listening native varieties nonnative varieties performance skills testing tests TESOL TOEFL

shared by Paul Beaufait on 30 Jun 11 - No Cached
  • Test performance data in this study suggest that nonnative varieties of English can be used as listening test input while attitude questionnaire results go counter.
  • These findings support most of the previous research in this area.
  • Until research shows that the use of nonnative English as input is irrelevant to the construct of listening, we may be unable to use such input in testing, especially in high-stakes tests such as TOEFL and IELTS.
  • ...1 more annotation...
  • As nonnative speech gains recognition among language users and test takers, we hope the attitudes and perceptions toward the use of these varieties of English will change.
  • Paul Beaufait on 30 Jun 11
     
    Abeywickrama, Priyanvada. (2011). The validity of nonnative speaker input in listening comprehension tests. [TESOL] Applied Linguistics Interest Section Newsletter (June 2011).
Paul Johnston

Check out how Espon Ink Cartridges used in another Printer models when your Printer is ... - 0 views

printerinkcartridges.ie/...n-another-epson-printer-models

ink cartridges epson inkjet cartridges ink cartridge compatible ink cartridges inkjet cartridges troubleshooting

shared by Paul Johnston on 12 Mar 15 - No Cached
  • Paul Johnston on 12 Mar 15
     
    If your printer in broken and you still have epson ink cartridges then use your remaining cartridges in another epson printer models that are compatible with it. Epson make many different printer models that work with the same cartridges. Read complete article and find here some helpful suggestion to troubleshoot your printer problem and get best solution.
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
« First ‹ Previous 41 - 60 of 69 Next ›
Showing 20▼ items per page