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Matt LeClair

Participative Web: User-Created Content - 0 views

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participative web web2.0 knowledge management user metrics opportunities challenges social media technology framework

shared by Matt LeClair on 20 Dec 11 - No Cached
  • Matt LeClair on 20 Dec 11
     
    Defining and measuring participative web and user-created content; divers of; types of; economic and social impacts; opportunities and challenges for users/business/polcy
Matt LeClair

Powerful Learning Practice Live Conference - Inspire. Collaborate. Shift. - 0 views

www.plplive.com

conference educators innovation web 2.0 tools collaborate social media emerging technology change motivation

shared by Matt LeClair on 08 Oct 12 - No Cached
  • Matt LeClair on 08 Oct 12
     
    We provide professional development for 21st century educators. Our brand of job-embedded learning is built around social media and Web 2.0 tools. Our participants are part of intensive, organic, learner-directed, collaborative communities of practice that focus on leveraging emerging technologies as tools for deep learning and principled change.
Matt LeClair

Gliffy - Online Diagram Software and Flowchart Software - 0 views

www.gliffy.com

infographics visualization infographic resources resume tools web2.0 create tool diagram design collaboration

shared by Matt LeClair on 03 Nov 12 - Cached
  • Matt LeClair on 03 Nov 12
     
    Easily create professional-quality flowcharts, diagrams, floor plans, technical drawings, and more! 1) Save Thousands Compared to Visio Gliffy's intuitive drag-and-drop interface combines the power of traditional desktop software with the lightweight, low learning curve and flexible features of today's most popular browser- based applications. 2) No Compatibility or Access Issues Gliffy works through your web browser, it's Mac and PC friendly. 3) Easy to Use Just drag-and-drop shapes from an extensive library and point-and-click your way to format. No expertise needed. 4) Collaborate Instantly with Anyone Whether you use Gliffy as a plugin or online, share and collaborate on your diagrams instantly.
Matt LeClair

Free CSS templates - Download Free CSS Templates - 0 views

www.free-css-templates.com

free freebie templates webdesign design web template layout resources css website

shared by Matt LeClair on 13 Jan 13 - Cached
  • Matt LeClair on 13 Jan 13
     
    CSS Templates Welcome to Free CSS Templates Website! Find here a never before seen collection of free CSS Templates, one of the biggest in the entire web! All these CSS templates are: 1. Table free in its design (no tables have been used for layout purposes). 2. The templates are light weight, so that it won't take too long to load. 3. W3C Standard compliant. 4. Comes with public domain photos, provided by Wikimedia Commons and PDPhoto.org. 5. And comes FREE under the Creative Commons Attribution 2.5 license. Users are free to use any of these CSS templates for commercial or personal use without having to make any payments, provided they follow the license terms and agree to link back to this website in some feasible way. The Free CSS Templates site is updated quite frequently, and hence all are requested to check back to find some new CSS templates all the time. Cheers
Matt LeClair

5pm - Project management, task organizer, team collaboration and time tracking software - 0 views

www.5pmweb.com

references resources tools management collaboration web2.0 productivity projectmanagement technology mindmapping

shared by Matt LeClair on 18 Jul 12 - Cached
  • Matt LeClair on 18 Jul 12
     
    "5pm™ is an intuitive web based project management tool Looking for a better way to stay organized? 5pm can be your central location for project and task management, team collaboration, time tracking, reporting and more..." Can also connect SpiderScribe (Mindmapping online program) to incorporate visual mapping functionality
Matt LeClair

HyperStat Online: An Introductory Statistics Textbook and Online Tutorial for Help in S... - 0 views

davidmlane.com/...index.html

statistics stats research book tutorial resources tools case studies analysis

shared by Matt LeClair on 30 Nov 12 - Cached
  • Matt LeClair on 30 Nov 12
     
    Contains: HyperStat Online An online statistics book with links to other statistics resources on the web. Simulations/Demonstrations Java applets that demonstrate various statistical concepts. Case Studies Examples of real data with analyses and interpretation Analysis Lab Some basic statistical analysis tools.
Matt LeClair

easel.ly | create and share visual ideas online - 0 views

www.easel.ly

infographics visualization infographic web tool create web2.0 tools resume resources ideas

shared by Matt LeClair on 03 Nov 12 - No Cached
  • Matt LeClair on 03 Nov 12
     
    vhemes are visual themes. drag and drop a vheme onto your canvas for easy creation of your visual idea!
Matt LeClair

Technology and Education | Box of Tricks - 0 views

www.boxoftricks.net/nternet-resouces-for-education

web 2.0 resources technology tools learning web2.0 library app education software tool application

shared by Matt LeClair on 25 Jul 12 - No Cached
  • Big Huge Labs is a collection of utilities and toys that allow you to edit and alter digital pictures. You can create puzzles, movie posters, magazine covers, mosaics, calendars, badges, billboards and many more besides.
  • abberize.com allows you to animate pictures to make the people, animals or objects in them appear as if they are talking. It only takes three simple steps.
  • Matt LeClair on 25 Jul 12
     
    "These are some of the best free internet resources for education. This page is constantly updated; every time I come across a new piece of software or an exciting website, I list it here. This list is not exhaustive in any way. In fact, if you think there is a tool or application for use in education that should be added to this list, please don't hesitate to get in touch and suggest it!"
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

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

Dipity - Find, Create, and Embed Interactive Timelines - 0 views

www.dipity.com

infographic timeline web2.0 tools timelines collaboration visualization resources digitalstorytelling

shared by Matt LeClair on 27 Nov 12 - Cached
  • Matt LeClair on 27 Nov 12
     
    interactive timelines tool
Matt LeClair

Free Tools to Create Professionally Impressing and Visually Appealing Resumes ~ Educati... - 0 views

www.educatorstechnology.com/...-to-create-professionally.html

resume infographic design idea tools templates resource web2.0

shared by Matt LeClair on 29 Dec 12 - No Cached
  • Matt LeClair on 29 Dec 12
     
    "If you are a creative job seeker who is always looking for ways to distinguish himslef/herself to potential employers and probably get their attention then try out these free tools."
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