Group items tagged

"Top 100 Tools for Learning 2012"

Mas ao mesmo tempo, acho válido um olhar mais atento. Vi algumas ferramentas de "mapas mentais", o Scoop.it (A Maria João usa, vi outros usando e achei uma boa alternativa para os blogs). Vi outras possibilidades de repositório, como o PBworks (indicado pelo TED)

Thiago, O interessante nesta lista, é o facto de não haver critérios, ou seja, quem quiser participar, participa e a Jane Hardt somente compila os resultados. Tem feito isso ao longo dos anos. Vale pelo que vale a lista, mas é interessante observar tendências e as ferramentas e serviços que estão a ser utilizados na área educacional.

"Created in 2004, by 2007 Facebook was reported to have more than 21 million registered members generating 1.6 billion page views each day (Needham & Company, 2007). The site is tightly integrated into the daily media practices of its users: The typical user spends about 20 minutes a day on the site, and two-thirds of users log in at least once a day (Cassidy, 2006; Needham & Company, 2007). Capitalizing on its success among college students, Facebook launched a high school version in early September 2005. In 2006, the company introduced communities for commercial organizations; as of November 2006, almost 22,000 organizations had Facebook directories (Smith, 2006). In 2006, Facebook was used at over 2,000 United States colleges and was the seventh most popular site on the World Wide Web with respect to total page views (Cassidy, 2006). Much of the existing academic research on Facebook has focused on identity presentation and privacy concerns (e.g., Gross & Acquisti, 2005; Stutzman, 2006). Looking at the amount of information Facebook participants provide about themselves, the relatively open nature of the information, and the lack of privacy controls enacted by the users, Gross and Acquisti (2005) argue that users may be putting themselves at risk both offline (e.g., stalking) and online (e.g., identify theft). Other recent Facebook research examines student perceptions of instructor presence and self-disclosure (Hewitt & Forte, 2006; Mazer, Murphy, & Simonds, 2007), temporal patterns of use (Golder, Wilkinson, & Huberman, 2007), and the relationship between profile structure and friendship articulation (Lampe, Ellison, & Steinfield, 2007). In contrast to popular press coverage which has primarily focused on negative outcomes of Facebook use stemming from users' misconceptions about the nature of their online audience, we are interested in situations in which the intended audience for the profile (such as well-meaning peers and friends) and the actual audience