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Matt LeClair

social network analysis « L&T blog: About learning, training and technology a... - 0 views

itcilo.wordpress.com/...social-network-analysis

social social network network analysis learning tools resources research relationships knowledge networking mapping

shared by Matt LeClair on 15 May 12 - No Cached
  • How is it applied? - identify the network of people to be analysed - gather the necessary background information - clarify the objectives and the scope of analysis and agree on the level of reporting required - formulate hypotheses and questions - develop the survey methodology and design the questionnaire - surveying the individuals and identifying the relationships and the knowledge flows between them - use a software mapping tool to visualize the networks - review the map and the problems and opportunities - design and implement actions to bring desired change - map the network again after a suitable time
  • uestions to ask? Who knows who and how well? How well do people know each other’s knowledge and skills? Who or what gives people information about xyz? What resources do people use to find information/feedback/ideas/advice about xyz? What resources do people use to share information about xyz?
  • Matt LeClair on 15 May 12
     
    Steps in doing a social network analysis
Matt LeClair

BeKnown: A Conversation with Monster.com | Talent HQ - 0 views

www.talenthq.com/...-conversation-with-monster-com

facebook network networking monster app

shared by Matt LeClair on 22 Nov 11 - No Cached
  • BeKnown allows you to manage your professional and social connections on one site, Facebook.
  • It’s been designed to keep these two distinct networks separate from each other.
  • BeKnown users can follow company job and network activity,
  • ...6 more annotations...
  • I asked about why a company would want to claim a page and build a network / community through BeKnown vs. creating a page right on facebook directly. He stated most pages for companies are owned and driven by marketing – not recruiting, and through BeKnown an opportunity could exist to leverage more holistically as a social recruiting solution.
  • ompanies should build proprietary talent communities of their own, not grow Monster.com’s.
  • He reiterated that BeKnown is free. He also stated that there absolutely will be paid features for Recruiters and Companies.
  • hey’ve also communicated to employers that they will soon have online access to company profile pages to help employers showcase their brand and extend your job posting reach.
  • BeKnown is aligned with Monster’s strategy to continue advancing careers for job seekers as well as make it as easy as possible for companies to find the right talent.
  • Why would you grow Monster.com’s network, and then get charged to search it?
  • Matt LeClair on 22 Nov 11
     
    professional networking on facebook (app)
Matt LeClair

INSNA - Social Network Analysis Software - 0 views

www.insna.org/index.html

resources analysis text qualitative data research tools Software technology measurement social network

shared by Matt LeClair on 22 May 12 - Cached
  • NodeXL - Network overview, discovery and exploration add-in for Microsoft Excel 2007, Smith, M.
  • ORGAN 1® Social Network Analysis, BENOIT, X.
  • ORA software, Diesner, J.
  • ...6 more annotations...
  • AutoMap exports data in DyNetML and can be used interoperably with *ORA.
  • terms and themes.
  • Email Analysis
  • Excel 2007 template's \\"Analyze Email Network\\" Ribbon
  • Windows Forms control is one of several graph \\"visualizers\\"
  • VisuaLyzer combines numerous visualization and analysis functions.
  • Matt LeClair on 22 May 12
     
    list of software for social network analysis
Matt LeClair

World Without Walls: Learning Well with Others: How to teach when learning is everywhere. - 0 views

www.edutopia.org/age-technology-will-richardson

collaborate technology learning school explore network community trust

shared by Matt LeClair on 27 Oct 11 - Cached
  • Our ability to learn whatever we want, whenever we want, from whomever we want is rendering the linear, age-grouped, teacher-guided curriculum less and less relevant.
  • Experts are at our fingertips,
  • Content and information are everywhere, not just in textbooks.
  • ...15 more annotations...
  • And the work we create and publish is assessed by the value it brings to the people who read it, reply to it, and remix it.
  • Much of what our students learn from us is unlearned once they leave us; paper is not the best way to share our work, facts and truths are constantly changing, and working together is becoming the norm, not the exception.
  • It's about solving problems together and sharing the knowledge we've gained with wide audiences.
  • Inherent in the collaborative process is a new way of thinking about teaching and learning
  • As connectors, we provide the chance for kids to get better at learning from one another.
  • In fact, we need to rely on trusted members of our personal networks to help sift through the sea of stuff, locating and sharing with us the most relevant, interesting, useful bits.
  • That means that as teachers, we must begin to model our own editorial skills
  • Collaboration in these times requires our students to be able to seek out and connect with learning partners, in the process perhaps navigating cultures, time zones, and technologies.
  • they come into contact with: Who is this person? What are her passions? What are her credentials? What can I learn from her?
  • As Clay Shirky writes in Here Comes Everybody: The Power of Organizing Without Organizations, "Knowingly sharing your work with others is the simplest way to take advantage of the new social tools."
  • Fortunately, social tools like wikis, blogs, and social-bookmarking sites make working with others across time and space easier than it's ever been. They are indeed "weapons of mass collaboration," as author Donald Tapscott calls them.
  • The Collaboration Age comes with challenges that often cause concern and fear. How do we manage our digital footprints, or our identities, in a world where we are a Google search away from both partners and predators?
  • What are the ethics of co-creation when the nuances of copyright and intellectual property become grayer each day? When connecting and publishing are so easy, and so much of what we see is amateurish and inane, how do we ensure that what we create with others is of high quality?
  • I believe that is what educators must do now. We must engage with these new technologies and their potential to expand our own understanding and methods in this vastly different landscape.
  • And we must be able to model those shifts for our students and counsel them effectively when they run across problems with these tools.
  • Matt LeClair on 27 Oct 11
     
    World Without Walls: Learning Well with Others How to teach when learning is everywhere. By Will Richardson Facebook 16 Twitter 25 Share 136 Email Four teachers from High Tech High. Bringing Their A-Game: Humanities teacher Spencer Pforsich, digital arts/sound production teacher Margaret Noble, humanities teacher Leily Abbassi, and math/science teacher Marc Shulman make lessons come alive on the High Tech campuses in San Diego. Credit: David Julian Earlier this year, as I was listening to a presentation by an eleven-year-old community volunteer and blogger named Laura Stockman about the service projects she carries out in her hometown outside Buffalo, New York, an audience member asked where she got her ideas for her good work. Her response blew me away. "I ask my readers," she said. I doubt anyone in the room could have guessed that answer. But if you look at the Clustrmap on Laura's blog, Twenty Five Days to Make a Difference, you'll see that Stockman's readers -- each represented by a little red dot -- come from all over the world. 1 She has a network of connections, people from almost every continent and country, who share their own stories of service or volunteer to assist Stockman in her work. She's sharing and learning and collaborating in ways that were unheard of just a few years ago. Welcome to the Collaboration Age, where even the youngest among us are on the Web, tapping into what are without question some of the most transformative connecting technologies the world has ever seen. These tools are allowing us not only to mine the wisdom and experiences of the more than one billion people now online but also to connect with them to further our understanding of the global experience and do good work together. These tools are fast changing, decidedly social, and rich with powerful learning opportunities for us all, if we can figure out how to leverage their potential. For e
Matt LeClair

Contacts Count: 8 Networking Competencies(c) - 0 views

www.contactscount.com/the8competencies.html

education networking competencies social best practices relationships Professional development design

shared by Matt LeClair on 14 Feb 13 - No Cached
  • Matt LeClair on 14 Feb 13
     
    Best in Business Networking Training - 8 competencies
Matt LeClair

Progressive inquiry with a networked learning environment the FLE-Tools - 0 views

fle.uiah.fi/...hanni_CSCL99.html

learning tools resources education actionresearch social collaborative technology environment research inquiry FLE tool

shared by Matt LeClair on 02 Jun 12 - No Cached
  • progressive inquiry model
  • , Future Learning Environment Tools (FLE-Tools
  • analysis of 125 messages
  • ...24 more annotations...
  • design of computer supported collaborative learning (CSCL) environments
  • Participation in progressive inquiry is facilitated by asking a user who is preparing a discussion message to categorize the message by choosing a "category of inquiry scaffold" (e.g., Problem, Working theory, Summary) corresponding to the PI-Model (based on the practices of Scardamalia & Bereiter, 1993). These scaffolds are designed to encourage students to engage in expert-like processing of knowledge; they help to move beyond simple question-answer discussion and elicit practices of progressive inquiry.
  • ther important aspect of inquiry, and a critical condition of developing conceptual understanding, is generation of one’s own working theories — one’s conjectures, hypotheses, theories or interpretations — for the phenomena being investigated (Carey & Smith, 1995; Perkins, Crismond, Simmons, & Under, 1995; Scardamalia & Bereiter, 1993).
  • Through evaluating whether and how well the working theories explain the chosen problems, the learning community seeks to assess strengths and the weaknesses of different explanations and identify contradictory explanations, gaps of knowledge, and limitations of the power of intuitive explanation
  • Progressive discourse occurs, for instance, in the sciences demonstarting both accumulation and deepening of knowledge.
  • Each question opened one knowledge-buiding thread, e.g., "How does the new information and communication technology support development of students’ expertise in different contexts?" or "What kind of new pedagogical problems may emerge in networked learning environments?"
  • Specific problems addressed included the following: 1) What is the nature of KB messages produced by the participants? 2) How does the KB represent the model of progressive inquiry? 3) How did the students used the scaffolds provided by the FLE-Tools?
  • During the nine-week course the students posted 125 messages.
  • The postings to the database KB Module constitute the data analyzed in this study. The database material was analyzed with qualitative and quantitative methods in order to evaluate the process of knowledge advancement. The methods applied to analyzing the date aim at providing a richer view on the content and the progression of the discussion (see Chi, 1997).
  • ded to elicit in-depth inquiry
  • The following categories of inquiry scaffolds were also used to analyze how the students categorized their messages: Problem, Working theory, Deepening knowledge, Comment, Metacomment, and Summary (Help has been left out of the analysis because it was not used by the students)
  • To analyze the reliability of segmentation, an independent coder classified approximately 15 percent of the messages. The inter-coder reliability was .91, indicating that the reliability of segmentation was satisfactory.
  • each segment or idea was classified according to five principal "idea categories" identified in the coding process: Problem, Working theory, Scientific explanation, Metacomment, and Quote of another student’s idea. All of the propositions fitted in these five categories of ideas, which were regarded to be mutually exclusive.
  • database was considered to show remarkable connectedness (Hewitt, 1996).
  • FLE-Tools environment was used in a pilot course to facilitate progressive inquiry in university education
  • The students were asked to categorize their posting to the database by using a set of cognitive scaffolds. However, the content analysis indicated that the students' productions often did not correspond with the scaffold they chose. The students showed a bias for selecting a Category of Inquiry
  • A thematic analysis of the discussion suggested that a tutor's "just-in-time" participation could have significantly changed this pattern, judging from the evaluations and reflections of the students.
  • First, although the students were introduced the PI-Mode
  • Second, it is possible that it is not natural for the students to partition their posting in a way that corresponds to the given scaffolds; the students wrote rather long entries (often half a page) in which they set up as well as explained their problems.
  • examination of the database indicated that there was a substantial knowledge-management problem.
  • only the KB module was tested.
  • model of progressive inquiry
  • the students apparently need strong community support that would induce them to participate and guide them in doing so
  • Surpassing ourselves. An inquiry into the nature and implications of expertise. Chicago, IL
  • Matt LeClair on 02 Jun 12
     
    The design of a web-based, networked learning environment, Future Learning Environment Tools (FLE-Tools) embodies a model of progressive inquiry. In this paper, we introduce the progressive inquiry model and describe how different modules FLE-Tools are designed to facilitate participation in this kind of inquiry. Results of a pilot experiment of using FLE-Tools in higher education are presented. The study was based on an analysis of 125 messages posted by thirteen university students to the FLE-Tools database. The results indicated that the course provided positive evidence for an integration of progressive inquiry and online discussion. The pedagogical and design challenges with which we are currently struggling are discussed: the problems of creating a learning community for students collaborating at distance or managing large number of entries in FLE's database.
Matt LeClair

Social network analysis software - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/...cial_network_analysis_software

tools social web2.0 data action research research technology resources Software analysis SNA visualization

shared by Matt LeClair on 16 May 12 - Cached
  • Matt LeClair on 16 May 12
     
    "Social network analysis software"
Matt LeClair

Innovation Network > Point K Workstation - 0 views

www.innonet.org/index.php

learning tools sharing assessment approach network innovation strategy research

shared by Matt LeClair on 19 Mar 12 - Cached
  • Matt LeClair on 19 Mar 12
     
    transforming knowledge into change - tons of free resources for evaluation and capacity building.
Matt LeClair

App Store - iResponse - Classroom Responder System - 0 views

itunes.apple.com/...id341824089

apps classroom ipad app iresponse ARS

shared by Matt LeClair on 31 May 12 - Cached
  • Matt LeClair on 31 May 12
     
    The iResponse Standard is an intuitive and easy to use classroom responder system that allows for in-the-moment student-teacher interaction. No Internet service or subscription service required. Works with a stand-alone network router.
Matt LeClair

Free Classroom Guides and Educational Downloads for 2012 | Edutopia - 0 views

www.edutopia.org/classroom-guides-downloads

resources gadgets technology web 2.0 classroom edutopia guides learning brain based social media education strategy

shared by Matt LeClair on 11 Sep 12 - No Cached
  • Matt LeClair on 11 Sep 12
     
    "A Parent's Guide to 21st-Century Learning Discover the tools and techniques today's teachers and classrooms are using to prepare students for tomorrow -- and how you can get involved. More Resources: How to Strengthen Parent Involvement and Communication A Teacher's Guide to Generation X Parents Facebook Group for Parents blue cover with students Six Tips for Brain-Based Learning By understanding how the brain works, educators are better equipped to help K-12 students with everything from focusing attention to increasing retention. More Resources: Neuro Myths: Separating Fact and Fiction in Brain-Based Learning Brain-Based Learning: Resource Roundup Big Thinker: Neurologist Judy Willis on the Science of Learning Yellow cover with students Ten Tips for Classroom Management Learn how to improve student engagement and build a positive climate for learning and discipline for grades K-12. More Resources: How to Develop Positive Classroom Management Classroom-Management Video Tips for Teachers Positive Discipline Strategies Yield Quick Results Purple cover with faces framed in circles Top Ten Tips for Teaching with New Media Whether you're new to teaching or a classroom veteran, this resource-packed collection of 10 new media tips provides fresh ideas and easy-to-use tools to engage your students and make learning more collaborative. (Updated: 6/14/11) More Resources: Twittering, Not Frittering: Professional Development in 140 Characters Google for Educators: The Best Features for Busy Teachers Social Media in Education: The Power of Facebook Blue 2010 cover with faces framed in circles Summer Rejuvenation Guide Whether it's reading a good book or starting a new hobby, this resource-packed guide highlights ten fun ways to spend your summer. (Updated: 5/24/11) More Resources: Teacher-Tested Travel Grants Creating a Summer Reading Network How to Create a Professional Learning Community Orange c
Matt LeClair

Healthcare - CPsquare - 0 views

cpsquare.org/Healthcare

healthcare CoP communities practice knowledge NETWORK learning research social social interaction socialnetworking networking

shared by Matt LeClair on 04 Jan 12 - No Cached
  • Matt LeClair on 04 Jan 12
     
    Communities of Practice - Healthcare
Matt LeClair

aXmag - Page Flip Magazine software, PDF to Flash Converter - 1 views

www.axmag.com

web 2.0 resources technology tools software application pdf magazine convert

shared by Matt LeClair on 15 Aug 12 - Cached
  • Matt LeClair on 15 Aug 12
     
    aXmag has been dedicated to working in the PDF field for a decade. aXmag converters and services are designed to make PDF conversions easier and simpler for everyone. aXmag uses vector technology in PDF to Flash page flipping magazine conversions. PDFs are converted to vector type of flash files, which are smaller in size and transfer faster via network. Most important, your new vector files will always look crisp and clear even at the highest magnification.
Michelle Green

Facebook, Students and Teachers: A Question of Free Speech | MindShift - 0 views

mindshift.kqed.org/...hers-a-question-of-free-speech

social networking Missouri law

shared by Michelle Green on 13 Sep 11 - No Cached
  • Kent Brown, the attorney who won the injunction on behalf of the Missouri Teachers Association, said social networking sites can have a distinct pedagogical purpose.
  • Public school officials, like state legislators, have a responsibility to protect students from sexual assault, particularly at the hands of teachers or other state employees. In fact, it is hard to imagine a higher interest than protecting students from sexual predators. Yet, the constitution mandates that any law, regardless of the interest it seeks to protect, meet certain criteria. Among these criteria is the requirement that laws not be “substantially overbroad” or unconstitutionally “vague.”
Matt LeClair

Teaching Large Classes with an iPad » - 0 views

www.sageonstage.com/...ing-large-classes-with-an-ipad

best practices methods tools How to ipad design technology collaboration classroom resources tool app

shared by Matt LeClair on 07 May 13 - No Cached
  •  It allowed the combining of student response, just-in-time teaching, constructivist development and several other educational buzz terms in one simple device.
  • d SplashTop Remote Desktop.  
  • with LectureTools I can present class, pose questions, draw on the screen and still project wirelessly as I stand or walk around the room.
  • ...4 more annotations...
  • his is my first choice
  • Download SplashTop Streamer (it’s FREE!) and install on your Mac or PC laptop.
  • As long as the iPad and laptop are on the same wireless network you should be able to follow directions to connect the two via “Internet discovery.”
  • we use Doceri. http://doceri.com/ it allows our faculty the full control of a mac (MacBook Pro or a Mac Pro) wirelessly with the iPad w/annotation abilities.
  • Matt LeClair on 07 May 13
     
    Step-by-step guide on how one instructor integrated iPads in the classroom which allowed the combining of student response, just-in-time teaching, constructivist development and several other educational buzz terms in one simple device.
Matt LeClair

CRADLE - Center for Research on Activity, Development, and Learning - University of Hel... - 0 views

www.helsinki.fi/index.htm

research activity learning activity theory community social networking culture action research

shared by Matt LeClair on 08 Feb 12 - Cached
  • Matt LeClair on 08 Feb 12
     
    The purpose of CRADLE is to create a strong research community with high international impact, a national and international cradle of activity-theoretical and socio-cultural research.
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