Skip to main content

Home/ Multiliteracies Evo session/ Group items tagged visual

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
TESOL CALL-IS

Infographics & Data Visualizations - Visual.ly - 1 views

visual.ly

visual_literacy multimedia tools content-based project-based adult_learners academic ESP science history culture VSL

shared by TESOL CALL-IS on 26 Dec 11 - No Cached
  • TESOL CALL-IS on 26 Dec 11
     
    "See the best data visualizations on the web all in one place." Mainly infographics--charts and informational maps. Students could upload their own graphs, et al., for comment and feedback, and the site purports to be creating new data visualization tools.
TESOL CALL-IS

The Anatomy Of An Infographic: 5 Steps To Create A Powerful Visual | SpyreStudios - 1 views

spyrestudios.com/ps-to-create-a-powerful-visual

digital_literacy digital_images teachers teacher-training pedagogy VSL

shared by TESOL CALL-IS on 25 Aug 11 - Cached
  • TESOL CALL-IS on 25 Aug 11
     
    "Information is very powerful but for the most bit it is bland and unimaginative. Infographics channel information in a visually pleasing, instantly understandable manner, making it not only powerful, but extremely beautiful. Once used predominantly to make maps more approachable, scientific charts less daunting and as key learning tools for children, inforgraphics have now permeated all aspects of the modern world."
Vanessa Vaile

WordSift - About - 0 views

www.wordsift.com/about

evo2010mlit evomlit tagging tag clouds visualization word sift vocabulary ELL tools efl

shared by Vanessa Vaile on 28 Jan 10 - Cached
  • WordSift was created to help teachers manage the demands of vocabulary and academic language in their text materials. We especially hope that this tool is helpful in supporting English Language Learners.
  • WordSift helps anyone easily sift through texts -- just cut and paste any text into WordSift and you can engage in a verbal quick-capture! The program helps to quickly identify important words that appear in the text. This function is widely available in various Tag Cloud programs on the web, but we have added the ability to mark and sort different lists of words important to educators. We have also integrated it with a few other functions, such as visualization of word thesaurus relationships (incorporating the amazing Visual Thesaurus® that we highly recommend in its own right) and Google® searches of images and videos. With just a click on any word in the Tag Cloud, the program displays instances of sentences in which that word is used in the text.
  • a toy in a linguistic playground that is available to instantly capture and display the vocabulary structure of texts
TESOL CALL-IS

Just-the-Word - R Stannard Training Video - 0 views

screencast.com/JnDsOFU7pDC1

vocabulary academic writing adult_learners teacher-training teachers online_lessons VSL

shared by TESOL CALL-IS on 08 Jan 12 - No Cached
  • TESOL CALL-IS on 08 Jan 12
     
    This remarkable concordancer has many quick and easy features, such as seeing visually with a graph the frequency of occurrences of a word, quick links to the word embedded in a concordance, a thesaurus of alternative vocabulary, and indications of "good" and "bad" uses of a word. Stannard doesn't talk much about the pedagogy of the tool, but it is well worth exploring, esp. with your more advanced students. The training tool gives you an idea of how a concordancer is used. JtW works with Wordle.
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
Vanessa Vaile

The Multiliteracy Project - 0 views

www.multiliteracies.ca

evomlit multiliteracies education

shared by Vanessa Vaile on 10 Feb 10 - Cached
  • esponsibility to not only educate the minds, but also the hearts of my students
  • I want my students to look at knowledge in a connected and ethical way
  • personal self-understanding on an intellectual and emotional level
  • ...5 more annotations...
  • higher level thinking skills
  • encourage students to attain greater self-understanding
  • The Multiliteracy Project is a national Canadian study exploring pedagogies or teaching practices that prepare children for the literacy challenges of our globalized, networked, culturally diverse world. Increasingly, we encounter knowledge in multiple forms - in print, in images, in video, in combinations of forms in digital contexts - and are asked to represent our knowledge in an equally complex manner.
  • ighlight two related aspects of the increasing complexity of texts
  • (a) the proliferation of multimodal ways of making meaning where the written word is increasingly part and parcel of visual, audio, and spatial patterns; (b) the increasing salience of cultural and linguistic diversity characterized by local diversity and global connectedness .
  • Maria Rosario Di Mónaco on 10 Feb 10
     
    A research collaboration of students, educators and researchers
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
Vanessa Vaile

Perspectives on Tag Clouds for supporting reflection in Self-organised Learning - 1 views

www.scribd.com/...ion-in-Self-organised-Learning

evo2010mlit evomlit self organized learning reflection meta-learning self paced study tagging tag clouds visualization

shared by Vanessa Vaile on 28 Jan 10 - Cached
  • Vanessa Vaile on 28 Jan 10
     
    paper on tagging, clouds, reflective learning Abstract: Tags are popular for organising information in social software based on the personal views of the participants on the information. Tags provide valuable attention meta-data on a person's interests because the participants actively relate resources to concepts by using tags. This paper analyses three designs for tag-clouds that are integrated in the ReScope framework for reflection support. ReScope provides a widget for visualising personal tag-clouds of the tags that were used with social bookmarking services. The presented designs focus on processing and representing attention meta-data on the levels of recency, of collaboration, and of social connectedness from the perspective of situated learning. The present paper analyses how the designs are related to the underlying presumptions for supporting reflection using the different representations of attention meta-data.
Vanessa Vaile

Reflections on Open Courses: Curation, Ombuds, and Concierges | Learning and Knowledge ... - 0 views

www.learninganalytics.net/?p=89

#evomlit #evomlit11 analytics siemens learning mooc #LAK11

shared by Vanessa Vaile on 13 Jan 11 - No Cached
  • Part of the focus in LAK11 is to explore how we can better use data to make sense of complex topics such as:
  • How students interact
  • patterns of activity
  • ...31 more annotations...
  • How knowledge is “grown” as individuals interact with others
  • How individual learners develop their conceptual understanding of a topic
  • How teams solve complex problems
  • tools and activities that are most effective
  • How individual learners “eliminate” unneeded or irrelevant ideas and concepts
  • explore various methods for analyzing data
  • tools that aid that analysis.
  • limitations of an algorithmically-defined world of education
  • Google’s search algorithm has been ruined
  • Reflections on Open Courses: Curation, Ombuds, and Concierges
  • focus in LAK11 is to explore how we can better use data
  • methods for analyzing data produced by learners and numerous tools that aid that analysis
  • Google’s search algorithm has been ruined argues
  • What’s the solution? Well, a return to curation, of course.
  • What does this have to do with LAK11?
  • over the last five years, social networks and social media have taken over the web
  • Google is driven by the mission to organize the world’s information. Facebook is driven by the mission to “help you connect and share with the people in your life”. The two companies are on a collision course: is the future informationally or socially based? Eventually, social bleeds into informational. And vice versa.
  • We trust people we like, people with whom we feel a connection
  • All social interactions are information. Many information interactions are social.
  • urators – they present their views and spin existing stories within the framework of their beliefs
  • “temporary centres”.
  • problem of how to create temporary centres
  • ome commentary or facilitator posts
  • LAK11, we’ve taken a different approach. We’ve retained similar course design elements to previous open online courses (OOCs – I’m starting to think that M=Massive part of MOOCs is misleading or even off-putting
  • What we gain in our decision to run this course on various sites, using more or less accessible tools, is the demonstration that anyone with an interesting topic/idea and a willingness to experiment can open up a course for a broader audience.
  • What we lose – and I’m still uneasy about this trade off – is the integrated archive of activity in the course.
  • Complexity cannot be understood solely through algorithms
  • Curation is an important component in the process
  • data mining, visualization
  • wayfinding and sensemaking in social systems
  • human aspect of data, sensemaking, curation, and trust
TESOL CALL-IS

messagehop - 1 views

messagehop.com

writing visual visual_literacy adult_learners young_learners VSL

shared by TESOL CALL-IS on 02 Feb 11 - No Cached
  • TESOL CALL-IS on 02 Feb 11
     
    Upload pictures, write text, and the program animates the message, and plays it as a sequence, then sends it to friends. Nice short writing assignment or digital story-telling adventure. Rec. by Russell Stannard.
1 - 11 of 11
Showing 20▼ items per page