Defining and measuring participative web and user-created content; divers of; types of; economic and social impacts; opportunities and challenges for users/business/polcy
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?
Technology makes things possible. People make things happen.
Greatness, as Stephen Covey says in The 8th Habit, consists in “Finding your voice and inspiring others to find theirs.”
Your kids aren’t smarter than you are. They’re just not afraid to look dumb.
Healthcare organizations should thoughtfully engage with social media.
Social media will decrease diffusion time for medical research and healthcare innovations.
Challenges of introducing social media in healthcare are not unique.
Social technologies will transform healthcare.
Upon reflection, I realized that this parallels the introduction of eLearning. Many people had oversimplified what eLearning meant; they defined it as replacing instructors with computers.
All learning occurs through a combination of different activites. Why should eLearning be different?)
The formal-versus-informal debate shouldn’t be happening at all. Extremists on both sides miss the point that this is not either/or. It’s shades of gray.
Imagine, if you will, a learning mixer. You could slide the switches to give the learners a little more control here while shaving development time there. And so on. Here’s a hypothetical learning mixer.
You don’t achieve the best mix by moving all of the sliders to the top or all to the bottom.
The Delivery slider moves from courses and push (formal) to conversations and pull (informal).
The authors argue that design-based research, which blends empir- ical educational research with the theory-driven design of learning environments, is an important methodology for understanding how, when, and why educational innovations work in practice. Design- based researchers' innovations embody specific theoretical claims about teaching and learning, and help us understand the relationships among educational theory, designed artifact, and practice. Design is central in efforts to foster learning, create usable knowledge, and ad- vance theories of learning and teaching in complex settings. Design- based research also may contribute to the growth of human capacity for subsequent educational reform.
Design-Based Research Collective is a small group of researchers who engage in design-based research, often in technology enhanced learning environments. In our own work, we have come to recognize the need to better define the nature, methods, and outcomes of design-based research so that we may more easily share our own research and build on the work of others.
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.
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.
World Without Walls: Learning Well with Others
How to teach when learning is everywhere.
By Will Richardson
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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.
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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.
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Social development can be summarily described as the process of organizing human energies and activities at higher levels to achieve greater results. Development increases the utilization of human potential.