Taking Diigo Beyond the Bookmark - 4 views
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
Social Bookmarking:Delicious v Diigo - 9 views
Home (AHS Diigo) - 1 views
Photo sites-CR20-Phoenix - List | Diigo - 0 views
Bonk&Park.pdf - Google Docs - 2 views
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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.
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p. 3 A lack of guidance was identified as a key element in superficial student participation.
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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).
Teaching in Social and Technological Networks « Connectivism - 6 views
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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.
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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.
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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.
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The Future of Thinking - The MIT Press - 4 views
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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.
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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.
What Did They Tweet? | Teacher Reboot Camp - 1 views
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