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MAKE BELIEFS COMIX! Online Educational Comic Generator for Kids of All Ages - 1 views

www.makebeliefscomix.com young_learners writing activities other_languages VSL
shared by TESOL CALL-IS on 05 Aug 10 - Cached
  • TESOL CALL-IS on 05 Aug 10
     
    Children create their own comic strip using characters provided from database. Not specifically for ESL/EFL, but is a nice writing activity, and can be in any of several European languages. William Zimmerman has created a page with his handouts from a workshop, "Creating Comic Strips Online to Encourage Writing, Reading and Storytelling," at the TESOL Denver 2009 conference, at http://www.makebeli efscomix. com/How-to- Play/Educators --EHS
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We-think: The power of mass creativity - Charles Leadbeater - 0 views

www.wethinkthebook.net/home.aspx collaboration creativity innovation web2.0 socialnetworking
shared by Maria Rosario Di Mónaco on 26 Jul 10 - Cached
  • Maria Rosario Di Mónaco on 26 Jul 10
     
    We Think explores how the web is changing our world, creating a culture in which more people than ever can participate, share and collaborate, ideas and information.
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What is a PLN, anyway? - Teaching Village - 2 views

www.teachingvillage.org/...what-is-a-pln-anyway PLN web2.0 teaching evomlit tools multiliteracies
shared by Vanessa Vaile on 17 Jul 10 - Cached
  • PLN is an acronym for Personal Learning Network. The acronym is relatively new, but the idea is not
  • The pre-Internet 80s
  • Most information was shared face to face.
  • ...7 more annotations...
  • The  biggest change has been in the way I meet and communicate with people in my PLN.
  • Most of the resources are in the form of links
  • social bookmarking
  • Discussion groups
  • Nings are like subject area resource rooms in a large school.
  • They’re social networks connecting teachers with common interests. In addition to discussion forums, members keep blogs, share resources, and plan group activities.
  • attended more conferences than ever before, but travel much less
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News: Technologically Illiterate Students - Inside Higher Ed - 0 views

www.insidehighered.com/...techliteracy technology evomlit multiliteracies education highered technological literacy
shared by Vanessa Vaile on 17 Jul 10 - Cached
  • definition of technological literacy needs updating. In the 1990s, she explained, the U.S. Education Department defined it to mean the ability to operate a computer. These days, computers are so user-friendly that being capable of operating one does not say much about a person’s competence.
  • a line between computer users who can handle only basic programs such as word processors and search engines, and those who understand the structures and concepts that underlie modern technology, and how to think critically within them
  • less about who has hardware, but who has access to information; who has those problem-solving skills
  • ...14 more annotations...
  • sumption that today’s student are computer-literate because they are “digital natives” is a pernicious
  • task-specific tech savvy
  • tech-skeptical
  • not mean tech-negative
  • critical capacity to glean the implications, and limitations, of technologies as they emerge and become woven in
  • Arguing that there should be new standards for tech literacy and that most students don’t meet them implies a third piece -- one that is likely to make course designers hem and haw: You need to teach them.
  • instructors might try to do their best to integrate discussions that might improve students’ tech literacy into existing units in the syllabus
  • more collaborative work
  • source-checking websites
  • real-world examples to support their idea
  • meta-discussions about the limitations of technological tools
  • ethical use of technology
  • filtering the pertinent from the misleading
  • critical thinking skills that enable them to use various technologies wisely
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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
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Free Websites, Free Social Websites, Get More - 0 views

www.spruz.com/?page=info evomlit web2.0 websites spruz alternativetoning ningalternatives
shared by Maria Rosario Di Mónaco on 07 Jul 10 - Cached
  • Maria Rosario Di Mónaco on 07 Jul 10
     
    quite similar to Ning, but the member limit is set to 100 for the free version
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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
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  • 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
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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
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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.
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Personal Learning Environment (PLE) Project - 0 views

ple.elg.ca PLN PLE evomlit edtech
shared by Vanessa Vaile on 03 Jun 10 - Cached
  • Vanessa Vaile on 03 Jun 10
     
    The National Research Council of Canada's Institute for Information Technology (Learning and Collaborative Group) has started a research and development project exploring the Personal Learning Environment. The project researches how new technologies can be used in a personalized informal learning environment and focuses on two dimensions. The first dimension is the pedagogical: given the new affordances offered by web technologies, how can access to a wide variety of learning opportunities best be managed in an online environment? The second dimension is technical. Given a set of desired types of connections, what technologies can be assembled to best provide seamless access to a large variety of educational resources and services? Existing learning management technology (such as the Learning Management System) is centered on the institution that owns and operates it as enterprise software. With the increase of lifelong and student-centered learning, individuals are more frequently enrolling in learning opportunities from multiple institutions and have a need to manage their learning through an entire career. Thus there is a need for a type of application that is centered on the learner and would constitute the person's personal learning record, portfolio, business and educational contacts, communications and creativity tools, library and resource subscription management, and related services.
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How This Course Works | Critical Literacies Online Course Blog - 0 views

ple.elg.ca/course literacies critical courses evo2010mlit evomlit blog-post
shared by Vanessa Vaile on 03 Jun 10 - Cached
    • Vanessa Vaile
      Vanessa Vaile on 03 Jun 10
       
      critical literacies similar to multiliteracies but not as multi
  • This type of course is called a ‘connectivist’ course and is based on four major types of activity: 1. Aggregate
  • wide variety of things to read, watch or play with
  • ...16 more annotations...
  • PICK AND CHOOSE content that looks interesting to you and is appropriate for you
  • 2. Remix Once you’ve read or watched or listened to some content, your next step is to keep track of that somewhere. How you do this will be up to you.
  • Here are some suggestions: - create a blog
  • - create an account with del.icio.us and create a new entry for each piece of content you access. You can access del.icio.us at http://del.icio.us
  • take part in a Moodle discussion.
  • - tweet about the item in Twitter. If you have a Twitter account, post something about the content you’ve accessed.
  • - anything else: you can use any other service on the internet – Flickr, Second Life, Yahoo Groups, Facebook, YouTube, anything! use your existing accounts if you want or create a new one especially for this course. The choice is completely yours.
  • 3. Repurpose
  • We don’t want you simply to repeat what other people have said. We want you to create something of your own. This is probably the hardest part of the process.
  • What materials? Why, the materials you have aggregated and remixed online.
  • What thoughts? What understanding? Well – that is the subject of this course. This whole course will be about how to read or watch, understand, and work with the content other people create, and how to create your own new understanding and knowledge out of them.
  • the critical literacies we will describe in this course are the TOOLS you will use to create your own content.
  • 4. Feed Forward
  • you don’t have to share. You can work completely in private, not showing anything to anybody. Sharing is and will always be YOUR CHOICE.
  • Critical Literacies 2010, the course about thinking
  • How this Course Works Critical Literacies is an unusual course. It does not consist of a body of content you are supposed to remember. Rather, the learning in the course results from the activities you undertake, and will be different for each person. In addition, this course is not conducted in a single place or environment. It is distributed across the web.
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