Dinging for 'Grammatical Errors' - Lingua Franca - The Chronicle of Higher Education - 0 views
Paperless Friday « Andrew B. Watt's Blog - 0 views
TeachPaperless: Fountain of Youth: Reflections on Teaching Uses of Social Tech to Young... - 1 views
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Because we need our teachers to understand that it's not about 'using tech', but rather is about fully engaging in the reality of the 21st century. And we need them to understand that -- if anything -- social tech is a fountain of youth when it comes to learning and ideas.
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The claim implied here is that the new Web 2.0 technology like social media, social bookmarking, blogs, and the like are not going to go away. Rather, they are going to become the paradigm for social interaction at a distance. How may the development of such technology and its use in classes encourage greater interest among students in what is taught? How can such technology make it easier for students to complete coursework?
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YouTube - Digital Dossier - 0 views
Seth's Blog - 0 views
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The problem is no longer budget. The problem is no longer access to tools.The problem is the will to get good at it.
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Use gmail to give every person in the organization that can read English an email address.
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Start a book group for your top executives and every person who answers the phone, designs a product or interacts with customers. Read a great online media book a week and discuss. It'll take you about a year to catch up.
Asking for Permission? Yes. « Andrew B. Watt's Blog - 0 views
Taking Diigo Beyond the Bookmark - 1 views
Simple Home Living: Babies at the Urban Farm - 0 views
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I'm in love with what you are doing on the farm! Your wisdom goes beyond your years, my dear Lylah!
Can people help me find BLOGS on Borgia and or Medisi Families? - 2 views
Borgia Family seems very intersting just like """""King Henry""" VI lol, it is sooooo much drama!!!!
VidCon - Welcome - 1 views
City Brights: Howard Rheingold : Crap Detection 101 - 0 views
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"Who is the author?" is the root question. If you don't find one, turn your skepticism meter to the top of the dial. And use easywhois.com to find out who owns the site if there is no author listed. If the author provides a way to ask questions, communicate, or add comments, turn up the credibility meter and dial back the skepticism. When you identify an author, search on the author's name in order to evaluate what others think of the author - and don't turn off your critical stance when you assess reputation. Who are these other people whose opinions you are trusting? Is the site a .gov or .edu? If so, turn up the credibility a notch. If it helps, envision actual meters and dials in your mind's eye - or a thermometer or speedometer. Take the website's design into account - professional design should not be seen as a certain indicator of accurate content, but visibly amateurish design is sometimes an indicator that the "Institute of Such-and-Such" might be an obsessive loner.
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More good questions to use as credibility probes: Does the author provide sources for factual claims, and what happens when you search on the names of the authors of those sources? Have others linked to this page, and if so, who are they (use the search term "link: http://..." and Google shows you every link to a specified page). See if the source has been bookmarked on a social bookmarking service like Delicious or Diigo; although it shouldn't be treated as a completely trustworthy measurement, the number of people who bookmark a source can furnish clues to its credibility. All the mechanics of doing this kind of checking take only a few seconds of clicking, copying and pasting, searching, and judging for yourself. Again, the part that requires the most work is learning to do your own judging.
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I use martinlutherking.org as an example with my students today - it's not owned by admirers of the late civil rights leader, but you wouldn't know that at first glance. Another, less sinister but equally sobering teaching story: "The parody site Gatt.org once duped the Center for International Legal Studies into believing it was the Web site of the World Trade Organization.
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Twitter - 1 views
How internet changes the life among the First Nations in Canada - 1 views
Seth's Blog: Apparent risk and actual risk - 0 views
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Apparent risk is what gets someone who is afraid of plane crashes to drive, even though driving is more dangerous.
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Apparent risk is avoiding the chance that people will laugh at you and instead backing yourself into the very real possibility that you're going to become obsolete or irrelevant.
Seth's Blog: Make a decision - 0 views
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No decision is a decision as well, the decision not to decide. Not deciding is usually the wrong decision.
Developing Policies for Late Assignments - ProfHacker.com - 5 views
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I would like to discuss this with students. What do you think about the late policy discussed in this blog entry?
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i like it <3 but i dont like the no comments but i do understand why you donnt like telling us what to write ya, i like it, i also commented on moodle or was it pblearningcoach
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While that might be an interesting point of debate, Tara, I notice that you are talking about children, whereas the discussion was intended to relate to adults, such as yourself. Do you really want me to treat my students as if they were children?? I also would like to challenge your statement that all policies are good. Do you mean by this that there is no such thing as an unfair policy? Please write more about this.
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