(bummer! I had typed a fairly long note on this, and then clicked to a different tab and lost it? apologies if this is a duplicate)
Try again:
Interesting list -- which do you use?
PowerPoint, Audacity, Moodle and SlideShare made both lists.
Does this spur your thinking/reflecting about attitudinal differences commonly recurring between workplace and higher ed/adult ed? In light of the likely funnelling of (USA) adult ed funding from K-12 and toward workforce (Workforce Investment Act), is there something to be learned here? More research would be interesting.
Why would certain delivery solutions be preferred/selected by one group over another?
thoughts? comments? reactions?
Holly,
Very interesting questions for reflection. I don't know why one was chosen over the other in different spheres, but my guess is that in the workplace, it seems to have more of paid softwares like captivate, camtasia, etc, whereas in the formal educaton environment, some read/write web tools with free versions. Also, at the workplace the tools seem to be more of delivery of content, while in formal education, they're more related to social software with possibilities of social construction of knowledge. What do you think?
I think Carla might be on to something where she surmises workplace content delivery (or training), in contrast to education, as well as the attractiveness of free and open source tools to educators. The Top 100 Tools...: Analysis page cross-links to a CLPT programme on free tools (http://c4lpt.co.uk/25Tools/Tools/about.html), which in turn links to a Ning group, whose intro. pairs education with training instead of learning. Perhaps learning is too broad a term for the Top 100 Tools proposed for workplaces.
It is also interesting to note that the top ten for neither workplaces nor formal educational settings include web browsers. It is hard to imagine using either Moodle or Slideshare without a browser, isn't it?
Bloom's Revised TaxonomyIn the 1990's, a former student of
Bloom, Lorin Anderson, revised Bloom's Taxonomy and published this- Bloom's
Revised Taxonomy in 2001. Key to this is the use of verbs rather than nouns for
each of the categories and a rearrangement of the sequence within the taxonomy.
They are arranged below in increasing order, from lower order to higher
order.
Drawing 2. Bloom's Revised
Taxonomy
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.
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.
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?
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. :-)
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!
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.
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 :-)
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
-
illustrated tutorial for getting started using coComment, a web application for comment tracking, notification, and community building, used for the 31 Day Comment Challenge (May 2008):
http://commentchallenge.wikispaces.com/
Welcome to the Shanghai w-LAN teachers' wiki for the 2008 K-12 online conference .This is the place for teachers to sign up for live collaborative conference sessions.