Rather than having vague status-update conversations with students, where I’m typically assured that everything is “going well” (a response which, in its vagueness, I can neither confirm nor deny), I, by virtue of being connected to my students’ Diigo networks, would be able to look at their sources, and more importantly, their annotations for those sources, and give them specific feedback about their level of engagement and depth of research. Not only would this ability allow me to see what progress they’ve made on their research, but it will also help students develop a clearer sense of what constitutes valuable active reading and how one distinguishes salient, useful information from that which is less valuable.
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"This topic is impossible!": Social Media as Research Panacea? (Part II) « Th... - 1 views
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This feature would allow me to better coach students in the research process.
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as I imagine that all students will be connected to one another’s Diigo networks, those working on related topics would be able to share ideas, sources, and insights about their progress. At present, I sense that each student perceives his or her research process to be a very isolated one that is disconnected from his or her peers. By employing a network where students could see the notes their peers have made about the sources they’re reading (though Diigo does offer a “private note” feature, which keeps one’s comments hidden from view by others) as well as those that might be potentially useful, the students will hopefully feel less disconnected and despondent about their progress when they hit a speed bump, and instead will look to their peers for guidance and insight.
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"However, perhaps the most exciting element of Diigo from my perspective, is the insight it will give me as a teacher into the students' research process. Rather than having vague status-update conversations with students, where I'm typically assured that everything is "going well" (a response which, in its vagueness, I can neither confirm nor deny), I, by virtue of being connected to my students' Diigo networks, would be able to look at their sources, and more importantly, their annotations for those sources, and give them specific feedback about their level of engagement and depth of research. Not only would this ability allow me to see what progress they've made on their research, but it will also help students develop a clearer sense of what constitutes valuable active reading and how one distinguishes salient, useful information from that which is less valuable."
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This is an evaluation of social media tools for classroom use.
Native American History - 0 views
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Native Americans suffered a collective tragedy over the course of the nineteenth century. But their stories cannot be simply condensed into one master narrative of defeat and decimation. To understand what happened to "The American Indian," we need to look at the lives of the many Indians––and whites––that contributed to this multi-faceted story.
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A major question concerns who will be allowed voices to tell these stories.
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In 1783, the United States was a new nation of about 3 million people living, for the most part, along the Atlantic seaboard. Native Americans, perhaps numbering around 600,000, controlled most lands west of the Appalachian Mountains. By 1890, a bit more than a century later, the United States stretched from coast to coast and was home to some 66 million people. Only 250,000 Indians remained, most of them living on reservations holding just a fraction of the land they once controlled.
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Not only is this true, but the United States of 1783 needed the help of its indigenous people, whereas, by 1890 it tried to believe it did not.
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I would like to receive two kinds of commentary on this set of web sites. First of all, could those of you with connection to First Nations communities comment in regard to the value of these pages? Secondly, could any of you comment in regard to differences you believe could be documented regarding how indigenous peoples were treated in Canada compared to what is documented here concerning the United States?
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In part two of the English final examination, students will be required to outline, summarize, and/or evaluate an essay. The discussion on this linked web page is the sort of essay that will be provided on the day of the exam for students to respond to.
18 Ways Teachers Can Use Google+ Hangouts - Online Colleges - 0 views
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Google offers up some amazing tools to help you get students thinking, learning, connecting, and sharing
Social Bookmarking in Education with Diigo - 0 views
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Social bookmarking in education is a new and exciting opportunity for teachers and students to connect and collaborate online.
TeachPaperless: Tales of a Third Grade Blogger (or, The Year Social Tech Broke) - 0 views
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Turns out their teachers (same ones I wrote this letter to) are crazy about the idea of their students blogging. And so, they've given my boys permission to do their weekly home/school connections via their blogs.
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It's time to catch up to these Grade 3 students. :) radney
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If Grade 3 students blog regularly, why can't we learn it?
TeachPaperless: The Difference Between Knowing and Understanding in the Immediately Con... - 0 views
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Knowledge of content is only half the battle.
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What surpasses knowledge?
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we are going to need to instill critical analytical skills into our students' educations
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We have to teach kids to understand the critical basis of 'link decision'
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How is 'link decision' related to understanding and to critical analysis?
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Teaching in Social and Technological Networks « Connectivism - 0 views
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Technological networks have transformed prominent businesses sectors: music, television, financial, manufacturing. Social networks, driven by technological networks, have similarly transformed communication, news, and personal interactions. Education sits at the social/technological nexus of change – primed for dramatic transformative change. In recent posts, I’ve argued for needed systemic innovation. I’d like focus more specifically on how teaching is impacted by social and technological networks.
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social and technological networks subvert the classroom-based role of the teacher. Networks thin classroom walls. Experts are no longer “out there” or “over there”. Skype brings anyone, from anywhere, into a classroom. Students are not confined to interacting with only the ideas of a researcher or theorist. Instead, a student can interact directly with researchers through Twitter, blogs, Facebook, and listservs. The largely unitary voice of the traditional teacher is fragmented by the limitless conversation opportunities available in networks. When learners have control of the tools of conversation, they also control the conversations in which they choose to engage.
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Course content is similarly fragmented. The textbook is now augmented with YouTube videos, online articles, simulations, Second Life builds, virtual museums, Diigo content trails, StumpleUpon reflections, and so on.
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Here are some additional concepts that are a part of my approach to teaching.
Apple - iPhone - Learn how to use all the features of iPhone. - 0 views
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Just something interesting I just started doing.
Top News - The rise of the globally connected student - 1 views
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Do any of you use either iEARN or ePals?
iEARN - International Education and Resource Network - 0 views
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Debunking Stereotypes. In this project, students collect information about the cultural stereotypes of their countries and and debunk them. Facilitated by Saeed Al Abdulsalam in Oman. Poster at right by Macedonia team. Read more and connect to the forum.
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Here is the iEARN website.
3952219485_4f5ce70fcd.jpg (JPEG Image, 500×468 pixels) - 0 views
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This diagram shows some of the aspects of possible online social connections.
Using Wordle in the classroom (1 of 2) - ProfHacker.com - 0 views
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it’s now standard practice, for example, to require students in a first-year-composition class to know how to use a word processor and to learn how to make good use of a database: those are not considered “computing skills” anymore. They’re just skills.
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we’ve long assumed that students become better writers by reading a great deal; and we assume that experience at writing makes them better readers. For many generations, these 2 sides of the textual coin have been taught hand-in-hand: we don’t teach students to be consumers of words and then maybe later teach them (or teach only some of them, depending on their major or their future career) how to create words. Instead, they learn those skills simultaneously.
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The site as a whole is devoted to discussing Wordle (the program that produced the word-posters displayed on the MOODLE course websites for both 050 and 060), but notice what is quoted about computer skills (the first quote) and the connection between reading ability and writing ability (the second).
Brainware - 1 views
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Scientists have known for sometime that exercise stimulates the creation of new brain cells as well as enhances the connections of those brain cells. In effect, exercise remodels the brain, enabling us to deal more effectively with stress.
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Successful careers are not built merely upon the so-called work skills, but also upon good nutrition, regular sleep, and REGULAR EXERCISE.
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