Skip to main content

Home/ Multiliteracies Evo session/ Group items tagged articles

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Vanessa Vaile

4 principles of using digital tools in humanities research | nicomachus.net - 1 views

nicomachus.net/...-to-assist-humanities-research

technology humanities evomlit multiliteracies tools PLENK2010 resources web2.0 chaos management pln research organize

shared by Vanessa Vaile on 01 Dec 10 - No Cached
  • what is needed is something more closely approximating fluency in another language: the language of digital environments.
  • ess useful to know one program very well and more useful to achieve a level of comfort navigating digital tools for oneself.
  • 1. Think of your computer less as the place where all your data lives and more as the thing that gives you access to your data.
  • ...18 more annotations...
  • one program: Evernote
  • Off-site storage is more secure in the long run,
  • you need a backup routine
  • online access to your backed-up files means you have nearly universal access to your work.
  • 2. Let your computer (do some of the) work for you; metadata is your friend.
  • Tag everything.
  • hink of tags less as categories or folders and more as the code words in your own personal index.
  • Documents, images, pdfs, articles, notes can all have as many tags as you want. And items in separate folders can be tagged with the same word or phrase.
  • Use tags to describe an article in a way the author might not.
  • Clip articles to read later using Evernote;
  • install the Evernote clip tools {Chrome and Firefox extensions}
  • Use EndNote or Zotero to quickly grab citation information
  • 3. Learn to search, not just organize.
  • Evernote and Google Docs perform OCR by default
  • , which yields searchable text from what was just an image file. 
  • at some point, you forget what you have written or what notes you have taken
  • Evernote is essentially an easy-to-use personal database,
  • 4. Let these techniques and habits help you find patterns that you would not otherwise see.
Vanessa Vaile

the lives of teachers » Blog Archive » personal learning networks - the wh... - 0 views

www.livesofteachers.com/...-networks-the-what-why-and-how

PLN evomlit multiliteracies vimeo diig web2.0 webheads

shared by Vanessa Vaile on 24 Feb 10 - Cached
  • Personal Learning Networks – the what, why and how from darren elliott on Vimeo. A presentation at the 4th International Wireless Ready Symposium,
  • list of ELT professionals and educational technologists worth following
  • The reading and research for this presentation can be found on my diigo social bookmarking page
  • ...1 more annotation...
  • onestopblogs
Vanessa Vaile

Best Applications For Annotating Websites | Larry Ferlazzo's Websites of the Day... - 0 views

larryferlazzo.edublogs.org/...ations-for-annotating-websites

annotations highlight webtools evomlit annotatingwebsites

shared by Vanessa Vaile on 15 Feb 10 - Cached
  • annotate books or articles so they can demonstrate their use of reading strategies (asking questions, making connections, etc.).
  • Backboard allows you to literally draw a line to a place on the website and then write a comment
  • Book Goo is a new tool that lets you upload documents or webpages and then annotate and share them.
  • ...1 more annotation...
  • Jog The Web is so easy to use. It allows you to easily create a slideshow of websites or images,
Vanessa Vaile

MOOC newbie Voice - Week 2 Big Data… must be important… it's big! » Dave's Ed... - 0 views

davecormier.com/...data-must-be-important-its-big

mooc lak11 week2 #evomlit11 #evomlit

shared by Vanessa Vaile on 20 Jan 11 - No Cached
  • we are increasingly at the mercy of the data that is out there
  • Week 1 skimming
  • The Telegraph article on the 10 ways data is changing how we live
  • ...7 more annotations...
  • Notes on some of the other resources
  • This one... a gonzo style interview with a dude who’s been in the industry
  • “more is different” it’s a classic. it says that… uh… more is different. Is short and approachable.
  • http://www.dataists.com/2010/09/the-data-science-venn-diagram/ A beginners guide to figuring out what the charts might mean
  • This week’s presentation – Ryan S.J.d Baker
  • a sense of what they actually do with the testing
  • This week’s activity SNAPP is uh… kind of a snap.
Vanessa Vaile

Weaving a Personal Web: Using online technologies to create customized, connected, and ... - 0 views

www.cjlt.ca/...257

#PLENK2010 evomlit multiliteracies education

shared by Vanessa Vaile on 21 Oct 10 - Cached
  • Abstract: This paper explores how personal web technologies (PWTs) can be used by learners and the relationship between PWTs and connectivist learning principles. Descriptions and applications of several technologies including social bookmarking tools, personal publishing platforms, and aggregators are also included. With these tools, individuals can create and manage personal learning environments (PLEs) and personal learning networks (PLNs), which have the potential to become powerful resources for academic, professional, and personal development.
  • This paper explores personal web technologies (PWTs) and their learning applications.
  • Connectivism and the need for continuous learning In today’s world, learning needs extend far beyond the culmination of a training session or degree program. Working adults must continually update their skills and behaviours to conform to the constantly changing demands of the workplace (Lewis & Romiszowski, 1996). In times of rapid change, it is not always prudent or possible to offer formal training for each individual’s every need, and some needs may best be addressed by the individual him/herself. Using freely available personal web technologies, employees can create a personal learning environment (PLE) to manage their own learning resources; whether these are wikis, news feeds, podcasts, or people.
  • ...34 more annotations...
  • Overview of Personal Web Technologies
  • Visualization of a web-based Personal Learning Environment
  • PWTs allow learners to expand their capacity for knowledge by connecting to external resources (other people, online databases, reference sites, etc.). If individuals can sufficiently develop their ability to find, organize, and manage these connections, their available knowledge does not have to be limited by the confines of their own skulls.
  • To navigate the Internet more efficiently, individuals can assemble a virtual toolbox from an ever-growing list of free, and often open-source, technologies to aid in aggregating, organizing, and publishing information online.
  • Social Bookmarking and Research Tools Social bookmarking and research tools allow users to save web pages, articles, and other media (usually to an online storage location) and organize them in personally meaningful ways.
  • Tools that are geared more towards social bookmarking (e.g., Delicious, Diigo, and Twine) place greater emphasis on features that allow users to easily share their bookmarks with friends, colleagues, or the public
  • Tools that are geared more towards academic research, such as Zotero or Connotea, include bibliographic features, such as citation generators and reference list management.
  • Personal Publishing Tools A variety of free and user-friendly tools are available to publish oneself on the Internet. Iskold (2007) sees the range of personal publishing options as a continuum, ranging from content-focused, formal blog posts to socially-focused, informal messages posted on social networking sites, with micro-blogging falling somewhere in the middle.
  • blogging offer learners the opportunity to explore topics in depth and reflect, while the speed and simplicity of micro-blogging lends itself more towards posing questions and collaborative brainstorming
  • more than online diaries.
  • individualized content management system that publishes, organizes, and archives
  • easy to go beyond basic text and incorporate other media, such as photographs, videos, and audio
  • Micro-blogs,
  • 'follow' other members to receive a stream of their posts
  • allow them to easily "ask and answer questions
  • Aggregators Individuals who follow multiple blogs and/or regularly visit news or media sites may find juggling the disparate streams of information overwhelming.
  • tools filter online information and collect articles, media, and conversations customized to the user's needs
  • Metagators, also called portals or start pages, can aggregate feeds, social networks, and widgets to create a central, personalized location for an individual's Internet usage
  • Two of the most popular metagators are Netvibes and iGoogle
  • Widgets are small, adaptable, programmable, web-based gadgets that can be embedded into a variety of sites or used on mobile phones or desktops
  • Using Personal Web Technologies to Create PLEs and PLNs
  • PWTs can be combined by the individual to make a personal learning environment (PLE) and to create and manage a personal learning network (PLN). Due to the fact that they are user-created, there is no exact definition of a PLE
  • In general, a PLE is the sum of websites and technologies that an individual makes use of to learn. PLEs may range in complexity from a single blog to an inter-connected web of social bookmarking tools, personal publishing platforms, search engines, social networks, aggregators, etc.
  • Users can create an online PLN of colleagues and friends from around the world by joining social networking sites, following and commenting on relevant blogs, sharing resources on a social bookmarking site, or by using a micro-blogging platform.
  • Learning Applications of PWTs Because these are open-source, free, adaptable, and user-friendly, PWTs can be of great value to teachers, trainers, and students. However, there is a catch: PWTs may clash with traditional, linear, teacher-centered instruction
  • critical media and information literacy skills, so that students can effectively navigate the online maze and avoid being fooled by false or misleading information.
  • Five Potential Disadvantages of Using PWTs for Learning Although personal web technologies have the potential to support all types of learning, they also have potential disadvantages, ranging from distractions to security concerns.
  • Connection Addiction.
  • Work Interrupted.
  • Popularity Contests.
  • Echo Chambers.
  • Privacy and Security Concerns.
  • Conclusions When learners adopt personal web technologies, it enables and requires them to discard their roles as passive consumers of information and to take on new roles. To successfully use PWTs, learners must become editors who critically question content and sources, librarians who organize and archive resources, and also creators who add their voice to the online chorus by engaging in discussions, collaborating on projects, and contributing their own ideas and media
  • he true quality and effectiveness of a PLE or PLN depends on the learner him/herself
Maria Rosario Di Mónaco

Individual Knowledge in the Internet Age (EDUCAUSE Review) | EDUCAUSE - 0 views

www.educause.edu/...202336

knowledge learning educause education collaboration

shared by Maria Rosario Di Mónaco on 25 Jun 10 - Cached
  • Maria Rosario Di Mónaco on 25 Jun 10
     
    a must-read article
TESOL CALL-IS

10 Websites For Free Audio Books - 0 views

www.makeuseof.com/...ites-free-audio-book-downloads

reading listening tools resources mobile teachers adult_learners VSL

shared by TESOL CALL-IS on 17 Oct 10 - Cached
  • TESOL CALL-IS on 17 Oct 10
     
    Audio and some video titl at these sites are free. I think you might be able to use a desktop recorder like Audacity to record a book to a set of files to take with you, or put on an iPhone. (Avoid the ads at the top of this page--the article is below.)
Vanessa Vaile

Education and the social Web: Connective learning and the commercial imperative - 0 views

firstmonday.org/...2718

technology PLENK2010 multiliteracies evomlit resources tools

shared by Vanessa Vaile on 08 Dec 10 - No Cached
  • I argue that commercial social networks are much less about circulating knowledge than they are about connecting users (“eyeballs”) with advertisers
  • not the autonomous individual learner, but collective corporate interests that occupy the centre of these network
  • business model restricts their information design in ways that detract from learner control and educational use
  • ...54 more annotations...
  • Just as commercialism has rendered television beyond the reach of education, commercial pressures threaten to seriously limit the potential of the social Web for education and learning.
  • Web 2.0 and online social networking have been the subject of sustained and lively interest among practitioners and promoters of educational technology
  • what is seen as the radical potential of these services
  • Social networking is so central to these new versions of education that a new “connectivist” theory of learning has come to be closely associated with them
  • a theory in which “knowing” itself is seen to be “defined by connections” making “learning primarily a network forming process”
  • described in terms of the liberation of learners from traditional constraints, as allowing them go beyond the classroom, to network “with peers worldwide,” and ultimately, to “take control of their own learning”
  • These visions are above all associated with the “personal learning environment
  • The personal learning environment is envisioned as a set of applications and services — to a large extent, logos and brands — organized around a single user, according to his or her learning and informational preferences and needs.
  • Through these services, the user is to be connected with teachers, mentors and other learners
  • some advocates of these approaches to learning have been raising concerns about the commercial nature of many of these services.
  • “You are not Facebook’s customer. You are the product that they sell to their real customers — advertisers. Forget this at your peril”
  • “This simple reality underlies almost all considerations having to do with these tools,
  • To use these tools is to reinforce, however indirectly, the ‘advertised life,’
  • The question is whether there is a role for higher education to promote ‘safe spaces’ free of this influence.”
  • the business model of commercial social networks is based on advertising, assisted by the data collection, as well as powerful tracking and analysis capabilities.
  • powerful surveillance functions
  • theories of media ideology and hegemony developed some time ago by Raymond Williams and Todd Gitlin
  • constraints presented by commercialized forms and contents rendered educational television a failure decades ago
  • similar structural issues threaten to sharply limit the potential of much newer social media for education and learning
  • Facebook, Google and other Web 2.0 and social networking services are making enormous sums right now from the users and advertisers they attract, and they are in aggressive competition to do this more efficiently
  • The absence of references to advertising (and also to tracking and analysis) in many discussions of the personal learning environments is surprising given the proliferation of logos and brands of commercial services
  • Because advertising is the raison d’être of services like Google and Facebook, it also provides the basis for the design, organization and maintenance of all of these other services and functions.
  • This way of understanding advertising and Web 2.0 draws on critiques of television (and the role of advertising in it) that were articulated decades ago.
  • the goal of these media organizations, he says, is to sell a product, and the product that “the networks sell is the attention of audiences; their primary market is the advertisers themselves”
  • One thing that is different today is that there is no one monolithic audience that forms a generic product to sell to advertisers.
  • An obvious objection to be raised at this point is that Facebook or Google, unlike television, do not have significant control over the content that is used to assemble audiences for advertisers
  • users have a clear choice regarding the kinds of content that they wish to view and disseminate
  • complex and subtle but very effective ways in which advertisers’ interests shape online social contexts.
  • Raymond Williams’ 1974 critique, Television: Technology and cultural form.
  • Williams’ text requires only minor revision to speak to the situation of commercial Web services today:
  • whether there is a role for higher education to promote ‘safe spaces’ free of this influence.”
  • Williams is making the point that the relationship between content and advertising is subtle and insidious, and that it is slightly different in the case of content “made for TV” than for its non–commercial counterpart.
  • “a dominant cultural form;”
  • what is important for the similarly non–commercial content of the social Web is informational design, architecture, and algorithm.
  • operation in otherwise non–commercial programming is registered in terms of sequence, rhythm and flow
  • Users of Facebook are sure to have been struck by the numerous and varied ways in which it cultivates gregarity and interaction, the way in which it relentlessly structures and supports sociality and connection
  • It is common to observe that the term “friend” itself is emptied of meaning by this incessant use and quantification;
  • Facebook exemplifies a way of generating and circulating information that encourages the expansion of interconnections between users
  • The controversy arises from the possible addition of a corresponding “Dislike” button.
  • lowers the psychological barrier to connecting with commercial entities
  • Gregarious behaviour is rewarded on Facebook
  • approval of a resource will draw ever more attention to it.
  • To provide the option of expressing dislike for a brand like Coca–Cola or to disapprove of a newspaper report or an article like this one is contrary to Facebook’s business interests
  • The dynamics here are rather reminiscent of what television of a bygone era had to offer: In both cases, you can either watch (i.e., “Like”) the products and lifestyles being showcased, or simply walk away.
  • “Like buttons” similar to many other connective features of social networks, “are about connection; Dislike buttons are about division.”
  • Similarly, other services will also systematically exclude possibilities for the expression of dissent and difference.
  • Despite the current prominence of social–psychological and connectivist theories, it is easy to make the case that learning is just as much about division as it is about connection.
  • In fact, the consistent pattern of suppressing division, negativity and interpersonal dissent that is central to the business model of social networking services runs counter to some of the most common models and recommendations for online student interaction and engagement.
  • Opportunities for social selectivity, discretion, privacy and detachment are an important precondition for the acts of disclosure and mutual critique, falsification and validation central to these models
  • selectivity and discretion — the “safe spaces” hoped for by Lamb and Groom — are rendered structurally impossible in convivial, commercially–contoured environments
  • Knowledge is not exclusively embodied in ever growing networks of connection and affiliation, and it does not just occur through building and traversing these proliferating nodes and links
  • Education is clearly a social process, but it is probably much closer to an ongoing discussion or debate than an extended feast or celebration with an ever-expanding network of friends.
  • advertising, tracking and analysis functions of commercial social media present, as Raymond Williams says, “a formula of communication, an intrinsic setting of priorities”
  • It only remains to be seen whether this dynamic renders commercial social networking services as fully unsupportive of educational ends as commercial television has long been.
  • Vanessa Vaile on 08 Dec 10
     
    In recent years, new socially‏oriented Web technologies have been portrayed as placing the learner at the centre of networks of knowledge and expertise, potentially leading to new forms of learning and education. In this paper, I argue that commercial social networks are much less about circulating knowledge than they are about connecting users ("eyeballs") with advertisers; it is not the autonomous individual learner, but collective corporate interests that occupy the centre of these networks. Looking first at Facebook, Twitter, Digg and similar services, I argue their business model restricts their information design in ways that detract from learner control and educational use. I also argue more generally that the predominant "culture" and corresponding types of content on services like those provided Google similarly privileges advertising interests at the expense of users. Just as commercialism has rendered television beyond the reach of education, commercial pressures threaten to seriously limit the potential of the social Web for education and learning.
Vanessa Vaile

JOLT - Journal of Online Learning and Teaching - 0 views

jolt.merlot.org/...klein_1209.htm

evomlit webtools SRS clicker behaviorism

shared by Vanessa Vaile on 17 Feb 10 - Cached
  • Vanessa Vaile on 17 Feb 10
     
    tudent response system (SRS) use may provide one solution for transforming the passive and isolated online learning environment experienced by many students. SRS use combined with sound pedagogical practices can create an active learning environment comprised of a collaborative social learning community capable of effectively meeting varied learning needs. Newly developed SRSs have created the opportunity to explore online SRS use. Incorporation of SRS use within behaviorism, social constructivism, and many other pedagogical approaches makes it a tool worthy of consideration in solving pedagogical dilemmas and creating a positive learning experience. Despite a lack of research related to online SRS use, this article utilizes current SRS and online polling research and information to determine the primary benefits and challenges associated with online SRS use.
Vanessa Vaile

Professors Find Ways to Keep Heads Above 'Exaflood' of Data - Wired Campus - The Chroni... - 0 views

chronicle.com/...21430

multiliteracies evomlit navigating chaos education highered information management

shared by Vanessa Vaile on 25 Feb 10 - Cached
  • "Managing the Exaflood"
  • researchers presented ideas for getting a handle on all this data -- an exabyte is one billion billion bytes -- and using it productively.
  • visualization is one way to work with them.
  • ...2 more annotations...
  • Google, a major source of information overload, can also help manage it,
  • These strategies present challenges for accurately tagging data and archiving it, the presenters warned.
  • Vanessa Vaile on 25 Feb 10
     
    navigating chaos ~ Chronicle article in Wired Campus
TESOL CALL-IS

VITAE Project Book - 1 views

www.vitae-project.eu/...vitae-handbook.html

teacher-training teachers pedagogy multimedia VSL

shared by TESOL CALL-IS on 18 Feb 10 - Cached
  • TESOL CALL-IS on 18 Feb 10
     
    A pdf book with papers and articles describing pedagogic models and approaches to developing the VITAE e-portfolio "Chapter 1: Teacher competence development - a European perspective, Chapter 2: The VITAE Approach, Chapter 3: Exploring Web 2.0 and Mentoring as Tools for Lifelong Learning, Chapter 4: Guided course development on the basis of an e-learning patterns template, Chapter 5: Fun and Games in professional development, Chapter 6: The VITAE e-portfolio - a catalyst for enhanced learning, Chapter 7: Community-based mentoring and innovating through Web 2.0, Chapter 8: Web 2.0 - Learning Culture and Organisational Change,"
Vanessa Vaile

Too Busy to Read This? Save it for Later with ReadItLater's Newest Service - 1 views

www.readwriteweb.com/...er_with_readitlater_digest.php

evomlit reading organize chaos management

shared by Vanessa Vaile on 26 Feb 10 - Cached
  • Unfortunately, the ability to quickly tap a button to add something to your reading list was so easy - perhaps too easy - that users ended up with long, unwieldy lists of saved content. Now ReadItLater is introducing a new Digest feature which helps you get caught up by automatically sorting and organizing articles for you.
  • Digest: Imposing Order on the Chaos of Unread Items
  • "Read It Later with a brain."
  • ...2 more annotations...
  • filtering and organization is performed automatically
  • Articles you saved about the latest gadgets would end up in one section, for example, and those about politics would end up in another
  • Vanessa Vaile on 26 Feb 10
     
    This one's for Nina
  • Maria Rosario Di Mónaco on 26 Feb 10
     
    I could do with sth like this too!
TESOL CALL-IS

Twitter for Teachers: A Guide for Beginners | The Creative Education Blog - 2 views

www.creativeeducation.co.uk/...teachers-a-guide-for-beginners

teacher-training web2.0 portfolios teachers VSL tools pedagogy

shared by TESOL CALL-IS on 26 Jan 11 - No Cached
  • TESOL CALL-IS on 26 Jan 11
     
    A nice article about how to create a Twitter worthy of a professional. One might use Twitter as an e-portfolio, for example.
TESOL CALL-IS

English Language (ESL) Learning Online - UsingEnglish.com - 1 views

www.usingenglish.com

online_lessons adult_learners young_learners grammar vocabulary teachers VSL

shared by TESOL CALL-IS on 26 Jan 11 - Cached
    • TESOL CALL-IS
      TESOL CALL-IS on 26 Jan 11
       
      Has anyone tried the Forums section?
  • TESOL CALL-IS on 26 Jan 11
     
    "UsingEnglish.com provides a large collection of English as a Second Language (ESL) tools & resources for students, teachers, learners and academics. Browse our grammar glossary and references of irregular verbs, phrasal verbs and idioms, ESL forums, articles, teacher handouts and printables, and find useful links and information on English. Topics cover the spectrum of ESL, EFL, ESOL, and EAP subject areas." Includes a place to "talk to a teacher."
  • TESOL CALL-IS on 26 Jan 11
     
    Has anyone tried the froums?
Vanessa Vaile

The Souls of the Machine: Clay Shirky's Internet Revolution - The Chronicle Review - Th... - 1 views

chronicle.com/...65827

evomlit web2.0 multiliteracies technology education social media web culture'

shared by Vanessa Vaile on 15 Jun 10 - Cached
  • the goal is to study technology and society by making gadgets that challenge assumptions of how machines fit into daily life and get people interacting
  • as Web sites become more social, they will threaten the existence of all kinds of businesses and organizations, which might find themselves unnecessary once people can organize on their own with free online tools
  • Who needs an academic association, for instance, if a Facebook page, blog, and Internet mailing list can enable professionals to stay connected without paying dues?
  • ...1 more annotation...
  • those who make playful social networks improve society more than all those now-unnecessary offline organizations.
Vanessa Vaile

The Ning Thing.docx - 0 views

docs.google.com/...pub

evomlit tools multiliteracies technology ning

shared by Vanessa Vaile on 06 Jul 10 - Cached
  • good source for information on Ning: http://en.wikipedia.org/wiki/Ning_(website)
  • Ning was a free-form platform for the development and hosting of open-source social applications
  • Ning pricing structure is three-tiered, as explained here: http://blog.ning.com/2010/05/introducing-ning-pro-ning-plus-and-ning-mini.html
  • ...40 more annotations...
  • ompelling affordances for group collaboration
  • Participants can sign up or sign in and set up profiles for any particular Ning, parts of which carry over to other Nings, achieving familiarity with minimal repetition of data entry
  • crucial components of many educators’ PLNs
  • Nings have c
  • Webheads in Action used to enroll participants in its free bi-annual WiAOC international online conferences in a Moodle, but for the last one, moved the community over to a Ning (http://webheadsinaction.ning.com/). This Ning now has over 350 members.
  • Because Nings were free and robust for collaboration, they were an ideal tool for educators seeking to jump-start communities on little or no funding.
  • Alec Couros sees this kind of thing happening more and more in the crystal ball future and suggests that schools and educators would be better off investing in self-hosting using FOSS, free and open source software (Couros, 2010).
  • general consternation
  • a number of issues
  • One is for how long Internet users can expect free services
  • other side of the coin is the nature of teaching, where hard-pressed teachers with little time and less budget tend to cobble together whatever resources they can muster
  • Monetization is rarely a consideration for teachers and educational technology specialists
  • , whose main aim is to find platforms that will support learning through sharing.
  • The immediate concern following an announcement such at the one issued by Ning April 16 is simply preservation of content stored at the free site
  • sponsorship is available only for “Ning Networks focused on North American K-12 and Higher-Ed ... including Ning Networks that facilitate learning in a classroom, best practices, educator-to-educator collaboration, or parental support,”
  • Pearson, who have offered to sponsor Nings for educators at the Mini level, the lowest level of Ning
  • almost all continents on the planet are excluded from the deal
  • Kevin Hodgson has been writing some interesting posts about the Ning thing.
  • the only reliable alternative to Ning is to host your community yourself, or at a trusted institution
  • http://tinyurl.com/alternatives2ning).  This document remains the most comprehensive source of advice on what to do about replacing Ning that exists anywhere on the Internet
  • Alec Couros (2010) decided to crowdsource some answers
  • back up your Ning
  • there are a number of sites offering Ning-like look and feel which will (attempt to) import your content, or some of your content, from Ning
  • Grou.ps
  • Grouply
  • designed to work as a social-network portal for Yahoo and Google Groups.
  • see: http://webheads.grouply.com/
  • A tool that works well for capturing blog content is Posterous
  • Spruz
  • Wackwall
  • Good and Bazzano (2010) have a good rundown of many of the options listed here
  • another free site that lets you set up a Portal with features similar to those of Ning.
  • another social networking portal which will do much the same thing
  • Other sites encourage you to restart your community afresh
  • Stevens, V. (2010). The Ning thing. TESL-EJ, Volume 14, Number 1. Retrieved on today’s date from http://www.tesl-ej.org/wordpress/issues/volume14/ej53/ej53int/.
  • Posterous Targets Ning
  • Siemens, G. (2004). Connectivism: A Learning theory for the digital age. Elearnspace. Retrieved June 27, 2010 from http://www.elearnspace.org/Articles/connectivism.htm.
  • Good, R. and Bazzano, D. (2010). Ning Alternatives: Guide To The Best Social Networking Platforms And Online Group Services. MasterNewMedia May 3rd, 2010. Retrieved June 27, 2010 from http://www.masternewmedia.org/ning-alternatives-guide-to-the-best-social-networking-platforms-and-online-group-services/.
  • If you wish to write anonymously on a Ning thing document, you can do so at Alec Couros’s crowdsourced Google Doc here: http://tinyurl.com/alternatives2ning
  • Multiliteracies
1 - 20 of 41 Next › Last »
Showing 20▼ items per page