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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
TESOL CALL-IS

Searcheeze Beta - Search Collaboration for Content Curation | Searcheeze.com - 1 views

www.searcheeze.com/home

web2.0 collaboration search_engines adult_learners teachers VSL reading writing

shared by TESOL CALL-IS on 08 Nov 11 - No Cached
  • TESOL CALL-IS on 08 Nov 11
     
    Collect, curate, and publish content about your favorite topics in a group. Content can be text, images, video, and audio streams (podcasting), with no cutting or pasting. Mix up content, organizing as you wish, and you can do it with a group, then publishing a magazine of what you found. You can share your work on blogs and other social accounts.
Maria Rosario Di Mónaco

Why blog? « The Daily Post - 0 views

michalska.wordpress.com/...why-blog

blogs blog blogging publishing evomlit multiliteracies the daily post

shared by Maria Rosario Di Mónaco on 07 Feb 10 - Cached
  • So why use a blog? I suggested at the beginning of this post that a blog is basically a publishing platform. As I have been preparing it I have become more aware of the variety of ways in which I have used them, and I am also aware that there are many facilities offered by blog platforms, commonly used by others, that I have not even tried using yet. So let’s rephrase the question: Why use a publishing platform? Why use a platform that can enable you to write what you like, when you like, how you like, to whom you like? That you can edit and re-edit at will, as often as you like? That you can use to publish to a select group or to the whole world?  Where you can display your own or others’ text, documents, images, audioclips, videos, slideshows, charts, maps and Google Street View tours? That you can link from to anything on the big wide web? That you can organise and style in a variety of ways? That you can tag so that others can find it? That others can post comments to? That your students can use in as many or as few of these ways as you, or they, see fit? Or your Granny, likewise? Why, indeed?
TESOL CALL-IS

Life Feast: Draw and record your voice - 0 views

lifefeast.blogspot.com/...raw-and-record-your-voice.html

tools drawing listening speaking pronunciation teachers online_leassons tutorials adult_learners young_learners teacher-training VSL

shared by TESOL CALL-IS on 05 Feb 12 - No Cached
  • TESOL CALL-IS on 05 Feb 12
     
    "Drawing and recording your voice is not an easy task. What I've discovered is that once you start drawing, and your focus shifts to the image, there are few barriers to speaking. "The tool I'd like to share today is EDUCREATIONS (http://www.educreastions.com). I haven't explored it to its full potential but what I've seen so far is good enough. The free tool allows you use your mouse or your finger (ipad) to draw stick figures while you record your voice. You can also upload an image and draw and record your voice at the same time. Once finished, look at the right side below the twitter and facebook buttons for the URL and the embed code which allows you publish the recording."
Vanessa Vaile

The eXtended Web and the Personal Learning Environment « Plearn Blog - 0 views

ple.elg.ca/blog

#PLENK2010 evomlit multiliteracies pln ple socialnetworking xweb web3.0

shared by Vanessa Vaile on 27 Sep 10 - Cached
  • developments in their relation to Personal Learning Environments as several people over the past months have asked me why I think there is a need to develop a Personal Learning Environment at all.
  • Applications and aggregators of information are freely available and people can take their pick of their preferred ones and create their own network
  • easy it is for conglomerates to take over the development of tools and applications
  • ...20 more annotations...
  • three issues that I find important in this respect.
  • 1. Intelligent data connections are one exciting option for PLE development and networked learning,
  • Recommender systems of information, resources, critical friends and experts could form part of the access options
  • the challenges of an open online networked environment for learning.
  • The reality, however, is different and research is available to show that not all adult learners are able to critically assess what they find online and might prefer to receive guidance
  • difficult it is for anybody to reach and access a deep level of information by using search engines
  • need for critical literacies while learning informally on networks
  • Learning in my view is not synonymous with accessing information, and requires a level of reflection, analysis, perhaps also of problem solving, creativity and interaction
  • 3. Access to technology
  • trends in access and digital divides
  • reasons for their non-participation. Some are related to age and socio-economic group, but some are also related to relevance, confidence and skills set.
  • people least likely to use the Internet are also the least likely to participate in adult education.
  • could PLEs that would provide help with Internet use and might be used on mobile devices be the answer to making the Internet relevant
  • What components would be needed?
  • 1. A personal profiler that would collect and store personal information.
  • 2. An information and resource aggregator to collect information and resources.
  • 3. Editors and publishers enabling people to produce and publish artifacts to aid the learning and interest of others
  • 4. Helper applications that would provide the pedagogical backbone of the PLE and make connections with other internet services to help the learner make sense of information, applications and resources.
  • 5. Services of the learners choice.
  • 6. Recommenders of information and resources.
  • Vanessa Vaile on 27 Sep 10
     
    although not specifically stated, this is also about gate keeping and controlling / monitoring information flow
Vanessa Vaile

justpaste.it - publish text and share with friends - 1 views

justpaste.it

multiliteracies evomlit share web2.0 publish tools webtools

shared by Vanessa Vaile on 02 Nov 10 - Cached
  • Vanessa Vaile on 02 Nov 10
     
    Easy to use text editor with text formatting featureJust paste text from other webpage or word processor. Text formatting and images will be preserved. Pictures and moviesBy using "Upload images" module you can easily add new graphic to your notes. You can embed videos by using [video] marks, e.g. [video]http://www.youtube.com/watch?v=XOXvdfcct8g[/video]. Mathematical formulas  - you can add a professional-looking mathematical formulas to the notes. If you have written your note originally in word processor: Microsoft Word, MS Works or Open Office, simply upload it to server using "Import from file" function. Text formatting and graphic will be preserved. Automatic text backupEvery 3 minutes your currently written text is saved to server. Never ever lose your notes by browser crash again. Save notes as PDFYour notes can be downloaded as PDF files. What you can share with it?longer comments on Twitterselected pices of textfavorites picturesarticles to Digg.com or RedDit.comschool notesideas and appeals
Vanessa Vaile

mental_floss Blog » Chris Anderson on the path to the post-print future - 0 views

www.mentalfloss.com/...46448

evomlit multiliteracies publishing postprint mental_floss

shared by Vanessa Vaile on 03 Feb 10 - Cached
  • Chris Anderson via telephone what he thinks will happen to print magazines (and publishing in general) as we move further and further into a digital space.
  • check out the current issue of Wired magazine on newsstands now; he wrote the cover story “The New Industrial Revolution.”
Vanessa Vaile

Diigogo Blog Integration - Send to Blog Basics - 1 views

www.diigo.com/2

blog diigo evomlit multiliteracies resources blogging blog integration

shared by Vanessa Vaile on 09 Aug 10 - Cached
  • Browsing the web frequently inspires people to write something to their blogs, either simply to quote, or to quote and comment. This process is now made extremely smooth and effortless with Diigo's annotation features and "Send to Blog" -- another unique blog-integration feature exclusive to Diigo!
  • simply highlight and add sticky notes
  • incorporate your highlights and notes to your blog with the "Send to Blog" feature.
  • ...3 more annotations...
  • pre-populated with your highlights (including pictures, tables of data, etc.), any associated sticky notes, public page comments, and a link to the web page
  • With our rich text editor, edit based on what you "Send to Blog" with, preview, then publish to your blog
  • go to "Send to Blog" in "My Tools" section, click "Add a blog", then enter the full URL of your blog
  • Vanessa Vaile on 09 Aug 10
     
    convert highlighted text, other web page content + link into blog posts
  • Maria Rosario Di Mónaco on 09 Aug 10
     
    Very useful app. Thanks, Vanesa!
Vanessa Vaile

Whither the Wikis? - Inside Higher Ed - 0 views

www.insidehighered.com/...wikis

wikis web2.0 higher education evomlit tools multiliteracies technology

shared by Vanessa Vaile on 14 Jul 10 - Cached
  • higher education’s relationship with wikis — Web sites that allow users to collectively create and edit content — has been somewhat hot-and-cold
  • tolerance, even appreciation, of Wikipedia as a useful starting point for research
  • using wikis to pool human knowledge of various topics into single, authoritative accounts falls into the “not” category
  • ...13 more annotations...
  • professoriate is too entrenched in traditional publishing
  • one of two things to happen before wikis can take hold in scholarship
  • “Either senior, post-promotion faculty will need to lead some successful wiki-based projects, or there will need to be an overhaul in the way we think about publication.”
  • highlight individual voices
  • open peer-review — another concept that has struggled to get traction.
  • blogs as a new-media invention that satisfies the scholarly desire for attribution
  • Scholarpedia, meanwhile, only lets selected experts play in its virtual sandboxes, making it more like a traditional journal or encyclopedia than a true wiki
  • Discipline-specific wikis might have an easier time building a community
  • A wiki might also garner more use if it focuses on a relatively young discipline
  • The greatest contributions wikis have made to academic research can be found not in actual wikis but in collaborative tools built on a similar model,
  • “Whether it’s the idea of user-generated content, or inviting many eyes onto a project (e.g., CommentPress), or, tools that facilitate collaboration, such as Google Docs or Zoho Office, wiki-like ideas are increasingly important to the scholarly community.”
  • the areas where they have gotten the most play in higher education seems to be in classrooms and various administrative apparatuses
  • wikis have become popular vehicles for class exercises
  • Vanessa Vaile on 14 Jul 10
     
    on the use and future of wikis in higher ed
Maria Rosario Di Mónaco

Is txting killin Nglsh @ skool? No way sez Prof - 0 views

www.fordham.edu/...is_txting_killin_ngl_74577.asp

txting textspeak digitalk #evomlit multiliteracies

shared by Maria Rosario Di Mónaco on 09 Mar 10 - Cached
  • . “People think that texting is random and that it’s born from laziness. Actually, it’s neither of those things,” she said.
  • “Flipping the Switch: Teaching Students to Code-Switch from Text Speak to Standard English”
  • The goal, she said, is for English educators to understand, and in turn help students see, that digitalk is just another form of communication. While it is ideal for one realm, it will not work in another.
  • ...5 more annotations...
  • “Students are expected to speak differently in school than they do at home,” she said. “What happens with teenagers in particular, but also young children, is that lots of times they grow up with a language at home that is very different than what they’re expected to use in school. Code-switching is teaching them how to navigate from how they talk at home to how they are expected to speak and write in school.”
  • “Students who text are actually using sophisticated speech patterns,” she said, “so if we can understand what those are, we can illustrate how they’re different than the patterns that are meant to be used in school.”
  • “It’s huge for adolescents, because what do teenagers want? They want to be part of a community of peers, but they also want their independence,” she said. “Digitalk allows for both. They can be part of a communications community, but they can manipulate the language in unique ways,” she said.
  • “Lots of times, English is taught in a very linear method: ‘First, we’re going to brainstorm. Then we’re going to draft. Then we’re going to revise. Then we’re going to publish,’” she said. “What we found was that students’ processes were extremely non-linear, and that they were actually mimicking the affordances that technology allows them,” she said. “Technology is very non-linear and interconnected. That’s why they call the Internet a web. So students move seamlessly back and forth between word processing programs and the Internet.”
  • This is important for educators, she said, because there is a disconnect when teachers ask students who are accustomed to working this way to prove what they know with nothing more than a pencil and paper. “Technology for writing and composition is a whole new ballgame. Teachers have to figure it out pretty quickly, because the students that we’re teaching are coming from a different place than we are,” she said.
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