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J.Randolph Radney

Language teachers should notice this. - 5 views

M4T-3 session learners who teach languages may want to subscribe to the Diigo list "Resources for Languages" at: http://groups.diigo.com/group/resources-for-languages

education languages technology diigo web2.0

started by J.Randolph Radney on 12 Jan 10 1 follow-up, last by J.Randolph Radney on 12 Jan 10
Janet Bianchini

Social Bookmarking:Delicious v Diigo - 9 views

primarytech.globalteacher.org.au/...bookmarking-delicious-vs-diigo

web2.0 learning technology howto tutorials diigo

shared by Janet Bianchini on 30 Jan 10 - Cached
  • Janet Bianchini on 30 Jan 10
     
    Useful comparison of the two sites
J.Randolph Radney

Home (AHS Diigo) - 1 views

sites.google.com/ahsdiigo

diigo

shared by J.Randolph Radney on 09 Nov 09 - Cached
  • J.Randolph Radney on 09 Nov 09
     
    Here's a bit of information concerning how teachers are using Diigo.
Janet Bianchini

Personal Learning Environments - Graham Attwell ALT-C 2006 | Diigo - 5 views

www.diigo.com/...%3Fdocid%3D4152559760003745761

diigo

shared by Janet Bianchini on 09 Nov 09 - Cached
  • Janet Bianchini on 09 Nov 09
     
    Different PLEs
J.Randolph Radney

Bonk&Park.pdf - Google Docs - 2 views

docs.google.com/fileview

google pdf

shared by J.Randolph Radney on 29 Nov 09 - No Cached
    • J.Randolph Radney
      J.Randolph Radney on 29 Nov 09
       
      It would be interesting to note whether the collaboration went on in a class-by-class format or was pursued in more of a 'cohort' approach (i.e. several people all taking the same classes and interacting not just one a single course, but across several.
    • J.Randolph Radney
      J.Randolph Radney on 29 Nov 09
       
      p. 3 A lack of guidance was identified as a key element in superficial student participation.
  • J.Randolph Radney on 29 Nov 09
     
    I am testing the possibility that our course documents might be useful to others in that we could highlight passages and add comments (via stick notes on the original pdfs) in Diigo as a way of interacting on the readings. I expect users to require memberships in both Diigo and in Google Documents (both free, and the latter comes automatically with a gmail account). Please let me know whether you have problems accessing my highlights and/or comments and whether you can access the full text of the pdfs from where you are. Thanks, radney (jrradney@gmail.com).
J.Randolph Radney

My List: A Collection on "MOODLE4Teachers" | Diigo - 1 views

www.diigo.com/...moodle4teachers

moodle teachers

shared by J.Randolph Radney on 06 Nov 09 - Cached
  • J.Randolph Radney on 06 Nov 09
     
    Here are some bookmarks that I thought (initially) might be good to share. (Your mileage may vary!...) :) radney
J.Randolph Radney

WebList - The Place To Find The Best List On The Web - 5 views

weblist.me

shared by J.Randolph Radney on 20 Feb 10 - Cached
  • J.Randolph Radney on 20 Feb 10
     
    This is still in very rough form, but it looks like it has a great potential to display bookmarked items from Diigo.
J.Randolph Radney

Teaching in Social and Technological Networks « Connectivism - 6 views

www.connectivism.ca/?p=220

teaching connectivism networks social eLearning

shared by J.Randolph Radney on 22 Feb 10 - Cached
  • Technological networks have transformed prominent businesses sectors: music, television, financial, manufacturing. Social networks, driven by technological networks, have similarly transformed communication, news, and personal interactions. Education sits at the social/technological nexus of change – primed for dramatic transformative change. In recent posts, I’ve argued for needed systemic innovation. I’d like focus more specifically on how teaching is impacted by social and technological networks.
  • social and technological networks subvert the classroom-based role of the teacher. Networks thin classroom walls. Experts are no longer “out there” or “over there”. Skype brings anyone, from anywhere, into a classroom. Students are not confined to interacting with only the ideas of a researcher or theorist. Instead, a student can interact directly with researchers through Twitter, blogs, Facebook, and listservs. The largely unitary voice of the traditional teacher is fragmented by the limitless conversation opportunities available in networks. When learners have control of the tools of conversation, they also control the conversations in which they choose to engage.
  • Course content is similarly fragmented. The textbook is now augmented with YouTube videos, online articles, simulations, Second Life builds, virtual museums, Diigo content trails, StumpleUpon reflections, and so on.
  • ...14 more annotations...
  • Thoughts, ideas, or messages that the teacher amplifies will generally have a greater probability of being seen by course participants.
    • J.Randolph Radney
      J.Randolph Radney on 22 Feb 10
       
      definition of amplification
  • The following are roles teacher play in networked learning environments: 1. Amplifying 2. Curating 3. Wayfinding and socially-driven sensemaking 4. Aggregating 5. Filtering 6. Modelling 7. Persistent presence
  • Views of teaching, of learner roles, of literacies, of expertise, of control, and of pedagogy are knotted together. Untying one requires untying the entire model.
  • The curator, in a learning context, arranges key elements of a subject in such a manner that learners will “bump into” them throughout the course. Instead of explicitly stating “you must know this”, the curator includes critical course concepts in her dialogue with learners, her comments on blog posts, her in-class discussions, and in her personal reflections.
    • J.Randolph Radney
      J.Randolph Radney on 22 Feb 10
       
      definition of curating
  • I found my way through personal trial and error. Today’s social web is no different – we find our way through active exploration. Designers can aid the wayfinding process through consistency of design and functionality across various tools, but ultimately, it is the responsibility of the individual to click/fail/recoup and continue.
  • Fortunately, the experience of wayfinding is now augmented by social systems.
  • Sensemaking in complex environments is a social process.
    • J.Randolph Radney
      J.Randolph Radney on 22 Feb 10
       
      Therefore, the teacher helps with wayfinding, but it is also the province of the learning community.
  • Perhaps we need to spend more time in information abundant environments before we turn to aggregation as a means of making sense of the landscape.
  • magine a course where the fragmented conversations and content are analyzed (monitored) through a similar service. Instead of creating a structure of the course in advance of the students starting (the current model), course structure emerges through numerous fragmented interactions. “Intelligence” is applied after the content and interactions start, not before.
  • Aggregation should do the same – reveal the content and conversation structure of the course as it unfolds, rather than defining it in advance.
  • Filtering resources is an important educator role, but as noted already, effective filtering can be done through a combination of wayfinding, social sensemaking, and aggregation. But expertise still matters. Educators often have years or decades of experience in a field. As such, they are familiar with many of the concepts, pitfalls, confusions, and distractions that learners are likely to encounter.
  • To teach is to model and to demonstrate. To learn is to practice and to reflect.”
  • Apprenticeship learning models are among the most effective in attending to the full breadth of learning.
  • Without an online identity, you can’t connect with others – to know and be known. I don’t think I’m overstating the importance of have a presence in order to participate in networks. To teach well in networks – to weave a narrative of coherence with learners – requires a point of presence. As a course progresses, the teacher provides summary comments, synthesizes discussions, provides critical perspectives, and directs learners to resources they may not have encountered before.
  • J.Randolph Radney on 22 Feb 10
     
    This is a discussion of connectivist learning, particularly the teacher's role(s).
J.Randolph Radney

The Future of Thinking - The MIT Press - 4 views

mitpress.mit.edu/...default.asp

Web2.0 education technology innovation thinking MIT

shared by J.Randolph Radney on 25 Apr 10 - Cached
  • The authors propose an alternative definition of "institution" as a "mobilizing network"—emphasizing its flexibility, the permeability of its boundaries, its interactive productivity, and its potential as a catalyst for change—and explore the implications for higher education.
  • The Future of Thinking reports on innovative, virtual institutions. It also uses the idea of a virtual institution both as part of its subject matter and as part of its process: the first draft was hosted on a Web site for collaborative feedback and writing.
  • J.Randolph Radney on 25 Apr 10
     
    Has anyone read this book? Can you link a review of it to our diigo group?
Janet Bianchini

What Did They Tweet? | Teacher Reboot Camp - 1 views

teacherbootcamp.edublogs.org/...what-did-they-tweet-5

diigo web2.0 Twitter social networking

shared by Janet Bianchini on 17 Nov 09 - Cached
  • Janet Bianchini on 17 Nov 09
     
    A collection of fabulous resources for teachers shared by Shelly Terrell from her Twitter stream
Janet Bianchini

Category:Conversation questions - Teflpedia - 0 views

teflpedia.com/index.php

diigo

shared by Janet Bianchini on 17 Nov 09 - Cached
  • Janet Bianchini on 17 Nov 09
     
    Excellent source of conversation topics and questions for EFL classes
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