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by Ron Tanner, November 6, 2011 This article echoes some of what Geoff ? said several years ago. When I began teaching a course called "Writing for the Web," three years ago, I pictured myself scrambling to keep up with my plugged-in, tech-savvy students. I was sure I was in over my head. So I was stunned to discover that most of the 20-year-olds I meet know very little about the Internet, and even less about how to communicate effectively online. The media present young people as the audacious pilots of a technological juggernaut. Think Napster, Twitter, Facebook. Given that the average 18-year-old spends hours each day immersed in electronic media, we oldsters tend to assume that every other teenager is the next Mark Zuckerberg. Aren't kids crazy about downloading music, swapping files, sharing links, texting, and playing video games? But video games do not create savvy users of the Internet. Video games predate the Internet and have little to do with online culture. When games are played online, the computer is no longer an open portal to the world. It is an insular system, related only to other gaming machines, like Nintendo and Xbox. The only communication that games afford is within the closed world of the game itself-who is on my team? At their worst, games divert children from other, more enriching experiences. The Internet's chief similarity to video games is that both siphon off audiences from television, which will soon reside exclusively on the Internet. As a delivery system for television, film, and games, the Internet has proved itself a premier source of entertainment. And that's all that most young people know about it. Why wouldn't we educate students in sophisticated uses of the Internet, which is commanding an increasing amount of the world's time and attention? I'm not talking about a course on "How to Understand the Internet" or an introduction to searching for legitimate research-paper sources online (although that is useful, obviously

Educational videos on wide range of subjects for students grade 1-college

While I didn't see anything that would work for Habitat and Humanity, other videos looked really good, such as the disappearance of bees and why that matters, domestic abuse in the Artic and how they deal with it, children with abilities instead of disabilities, etc.

Produced by commoncraft, Aug 6 2007. This video describes social bookmarking in a fun and decidedly low-tech fashion. Runtime is just over 3 minutes. Please note that this video is for sale, though it is possible to watch an evaluation copy, for free, from this URL.

By Chris Rawlinson, posted on his website. An alternate version of the Did You Know video.

Preview of Google PLus's value to HE Excerpt: "Facebook does allow some selective sharing, but doing so is difficult to master. As a result, many professors have decided to reserve Facebook for personal communications rather than use it for teaching and research. "I don't friend my students, because the ability to share is so clunky on Facebook," says Jeremy Littau, an assistant professor of journalism at Lehigh University. "This gives us ways to connect with people that we can't do on Facebook." In Google Plus, users can assign each new contact to a "circle" and can create as many circles as they like. Each time they post an update, they can easily select which circles get to see it. B.J. Fogg, director of Stanford University's Persuasive Technology Lab and a consulting faculty member for computer science, says he plans to use Google Plus to collaborate on research projects: "Probably every project in my lab will have its own circle." Mr. Littau is even more enthusiastic. He posted an item to his blog on Thursday titled: "Why Lehigh (and every other) University needs to be on GPlus. Now." "I want to start using this in my class next term," he says, adding that he aims to expose his students to the latest communication technologies in all of his classes. He plans to try the video-chat feature of Google Plus, called "hangouts," to hold office hours online. The new system allows up to 10 people to join in a video chat. Mr. Littau may also hold optional review sessions for exams using the technology. "I can host chats a few nights a week," he says."

Researched by Karl Fisch, Scott McLeod, Jeff Brenman, there are numerous versions of this video on the web. This is the version used for the MCNC principals and directors meeting, Feb 2010.

This is a really great informative NED Talk video about how the teenage brain works. 

Absolutely fabulous video (6 minutes) on Connected Learning and how we must change the outcomes based focus of education to awaken the curiosity of each learner and engage with them in learning how to learn given the distribution of resources, ideas, experts, etc. while preserving the learners' autonomy, access to diversity, openness to others for learning, interactivity with similar and diverse co-learners, etc. Film by Nic Askew at Soulbiographies.com interviewing McArthur Foundation person and two professors of education

Video posted to Mimeo that provides an overview of Diigo

On YouTube, another version of the Did You Know video.

Richard Byrne's blog on Free Technology for Teachers always comes up with excellent resources. This one is the Story of Bottled Water produced in 2010. I noticed below on this page videos about plastic and how 1 cheeseburger=15,000 Googles. I assume the last one is about the environmental costs of technology.

Curt Bonk is an amazing instructional design professor at Indiana University. Here he has 27 videos (about 10 minutes long each) covering everything from discussion forums (I learned a lot!) to Blended Learning to wiki uses and applications. All free!

This site provides a streaming video library (RSVP), the Michigan Learns online portal, and other tools that support collaboration.

Peeragogy seminar all about creating student-directed learning online

The DECA Institute was formed with grant funds awarded to the Dayton Early College Academy. The purpose of the grant was to share successful practices for urban students with other Ohio schools. Video and PowerPoint resources from the Institute are available on the website.

Library of videos described as "riveting talks by remarkable people, free to the world."

Video on wikis in plain English by Common Craft at YouTube

"The relationship between innovation and learning is about finding a relationship between what is familiar and what is strange. Creativity and imagination are both maps that allow us to do that. Imagination is a quality we all have, and it is an unlimited resource. The goal of education, training, and innovation spaces is to create and structure an environment where imagination can flourish. Those environments need to possess three qualities: A Space to Ask "What If" In order for imagination to flourish, there must be an opportunity to see things as other than they currently are or appear to be. This begins with a simple question: What if? It is a process of introducing something strange and perhaps even demonstrably untrue into our current situation or perspective. The imagination has to reconcile what is imagined within the boundaries of what is actual and therefore must understand how the world would have to change in order to make what is imagined a reality. Tools and Technique to Re-Imagine Context The work of imagination only has a payoff if it can be put into practice. That means that the context needs to be shaped and articulated in a meaningful way. In the 21st century we are surrounded by tools that allow us to reshape and re-imagine context all the time. From social network sites, to video and music distribution, to web design and production, we are surrounded by opportunities not just to create new content, but literally to transform the context in which that content has meaning. A Network of Imagination Imagination can only flourish when there is a networked collection of people to share that imaginative vision, embellish it, and develop it. What we have elsewhere called "networks of imagination" are shared tools of communication and in some cases co-presence that allow groups of people to construct those imagined realities in practical and concrete ways. Today's networked technology is more than just a conduit to communicate info

A wonderful 5-minute video that captures not only the concepts underlying a "more intensive pathway" in cc developmental studies but also the same thinking behind the MC-EC high school integrated approach--affective, academic, college success skills

resource for MCNC Innovation lab teachers and students?