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taryn doherty

Starting A Blog - How to Start a Blog - Tips and Clips - 0 views

www.startingablog.com/...tart-a-blog---tips--clips.html

Blogging

shared by taryn doherty on 07 Jan 10 - Cached
Emmy-Lou Sill liked it
  • taryn doherty on 07 Jan 10
     
    Just some quick ideas on how to start a blog and some ideas for it too!
J.Randolph Radney

Developing Ideas for Writing/Prewriting - 0 views

www.esc.edu/...2B510E7D9975AE852569C3006ACCCC

prewriting writing developing ideas web2.0

shared by J.Randolph Radney on 18 Mar 10 - Cached
  • J.Randolph Radney on 18 Mar 10
     
    Here are some ideas for writing.
J.Randolph Radney

The Strength of Weak Ties » On Common Ground - 0 views

strengthofweakties.org/?p=331

education manifesto strengthofweakties

shared by J.Randolph Radney on 20 Feb 10 - Cached
  • J.Randolph Radney on 20 Feb 10
     
    "I make choices that help me learn and do my best work. I am aware of the needs of others and do great things for them. I learn about myself and all that I can do by trying new things. I think of new ideas and share them with others. I think about people's feelings and help take care of others. I learn from my mistakes and build on the things that I do well. I work with others to learn and complete a task. I push myself to do my personal best and keep improving. I learn about and respect different people and include everyone. I care for and learn from nature. I take time by myself to think about what I have learned."
  • J.Randolph Radney on 20 Feb 10
     
    Do these statements apply to you?
J.Randolph Radney

Teaching in Social and Technological Networks « Connectivism - 0 views

www.connectivism.ca/?p=220

teaching connectivism networks social eLearning writing english

shared by J.Randolph Radney on 22 Feb 10 - Cached
  • 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.
  • 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.
  • 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.
  • ...14 more annotations...
  • Thoughts, ideas, or messages that the teacher amplifies will generally have a greater probability of being seen by course participants.
  • The following are roles teacher play in networked learning environments: 1. Amplifying 2. Curating 3. Wayfinding and socially-driven sensemaking 4. Aggregating 5. Filtering 6. Modelling 7. Persistent presence
  • Views of teaching, of learner roles, of literacies, of expertise, of control, and of pedagogy are knotted together. Untying one requires untying the entire model.
  • The curator, in a learning context, arranges key elements of a subject in such a manner that learners will “bump into” them throughout the course. Instead of explicitly stating “you must know this”, the curator includes critical course concepts in her dialogue with learners, her comments on blog posts, her in-class discussions, and in her personal reflections.
  • I found my way through personal trial and error. Today’s social web is no different – we find our way through active exploration. Designers can aid the wayfinding process through consistency of design and functionality across various tools, but ultimately, it is the responsibility of the individual to click/fail/recoup and continue.
  • Fortunately, the experience of wayfinding is now augmented by social systems.
  • Sensemaking in complex environments is a social process.
  • Perhaps we need to spend more time in information abundant environments before we turn to aggregation as a means of making sense of the landscape.
  • magine a course where the fragmented conversations and content are analyzed (monitored) through a similar service. Instead of creating a structure of the course in advance of the students starting (the current model), course structure emerges through numerous fragmented interactions. “Intelligence” is applied after the content and interactions start, not before.
  • Aggregation should do the same – reveal the content and conversation structure of the course as it unfolds, rather than defining it in advance.
  • Filtering resources is an important educator role, but as noted already, effective filtering can be done through a combination of wayfinding, social sensemaking, and aggregation. But expertise still matters. Educators often have years or decades of experience in a field. As such, they are familiar with many of the concepts, pitfalls, confusions, and distractions that learners are likely to encounter.
  • To teach is to model and to demonstrate. To learn is to practice and to reflect.”
  • Apprenticeship learning models are among the most effective in attending to the full breadth of learning.
  • Without an online identity, you can’t connect with others – to know and be known. I don’t think I’m overstating the importance of have a presence in order to participate in networks. To teach well in networks – to weave a narrative of coherence with learners – requires a point of presence. As a course progresses, the teacher provides summary comments, synthesizes discussions, provides critical perspectives, and directs learners to resources they may not have encountered before.
  • J.Randolph Radney on 22 Feb 10
     
    Here are some additional concepts that are a part of my approach to teaching.
Emmy Sill

How to lose a pound a week | Weight Loss | Get Healthy | Best Health - 0 views

www.besthealthmag.ca/...lose-a-pound-a-week

wieght loss- very simple to follow guidelines

shared by Emmy Sill on 08 Oct 09 - Cached
  • Emmy Sill on 08 Oct 09
     
    How to lose a pound a week, Weight Loss, Get Healthy, lose a pound a week, lose weight, weekly weightloss, Weight Loss, Simply add exercise; subtract food. Here are two weeks' worth of ideas to get started!
J.Randolph Radney

Lesson Plans: Writing - Combining Ideas to Write Paragraphs - How to Write in English - 0 views

esl.about.com/...blwriteparagraph.htm

paragraphs writing English

shared by J.Randolph Radney on 09 Oct 09 - Cached
  • This lesson focuses on helping students develop a strategy for combining various ideas into well formed sentences which then combine to produce effective descriptive paragraphs.
  • J.Randolph Radney on 09 Oct 09
     
    As I followed Daryl's bookmark (Thanks, Daryl!) to this site, I found this page offering help for people who are having trouble getting the hang of what to include and what to leave out when they write a paragraph. This material (notice the exercises) may also help when students are considering whether or not to begin a new paragraph (in essay writing) or to continue without a paragraph break.
J.Randolph Radney

Why Writer's Block is Your Secret Weapon | Copyblogger - 0 views

www.copyblogger.com/use-writers-block

writing storytelling blocks

shared by J.Randolph Radney on 30 Oct 09 - Cached
  • When you work it right, writer’s block is your secret weapon to becoming a better and more resilient writer. And when your ability to write is what pays the bills, that’s gold.
  • face the fear that any act of writing brings.
  • use writer’s block as a signal to stop and reflect on what you fear and why, because if you don’t acknowledge the fear, you’ll never be able to face it. All it takes to move through fear is facing it, feeling it. Saying to yourself, “Okay, this is scary. But it still needs to be done.”
  • ...8 more annotations...
  • Take a blank sheet of paper and write down a one-line summary of what you think you’re supposed to be writing.
  • Write down all the ideas and opinions about that topic
  • put that page aside because that’s not the one that’s going to turn your block into a weapon. (In fact, it’s the one that will keep you stuck.)
  • Get another blank sheet of paper. Again, write down what you think you should be writing in the center of the page.
  • Dig deep into what you have to say, what you think, and what your opinion is, stripped away from all of those from the first sheet. Put it all out on the page, and take more pages if you need to. Remember, there is no one to judge you and your task is to write without any reference to the ideas or opinions from that first sheet, but write only from within you.
  • Each time you unblock yourself by writing despite your fears, it builds confidence. You realize, “Hey, I’ve got a lot to say! And I’ve got a unique position!”
  • You teach yourself that even though your job requires you to write to and for other people, you’re really doing it for yourself
  • To be a resilient and fierce writer, you need to write despite your fears. And you need signals, such as writer’s block, to help uncover your fears so you can face them.
  • J.Randolph Radney on 30 Oct 09
     
    For those of you who find the writing for this class too much to handle: Read this; read it several times; try to follow it's advice.
J.Randolph Radney

TeachPaperless: Tales of a Third Grade Blogger (or, The Year Social Tech Broke) - 0 views

teachpaperless.blogspot.com/...ird-grade-blogger-or-year.html

blogging

shared by J.Randolph Radney on 17 Sep 09 - Cached
  • 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.
  • J.Randolph Radney on 17 Sep 09
     
    It's time to catch up to these Grade 3 students. :) radney
  • J.Randolph Radney on 20 Sep 09
     
    If Grade 3 students blog regularly, why can't we learn it?
J.Randolph Radney

TeachPaperless: Fountain of Youth: Reflections on Teaching Uses of Social Tech to Young... - 1 views

teachpaperless.blogspot.com/...n-of-youth-reflections-on.html

shared by J.Randolph Radney on 02 Oct 09 - Cached
  • 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.
    • J.Randolph Radney
      J.Randolph Radney on 02 Oct 09
       
      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?
J.Randolph Radney

Image: Liu bolin hiding in the surrounding nature part of Liu Bolin the invisible man - 1 views

www.allvoices.com/...39494593

bolin pictures camouflage

shared by J.Randolph Radney on 30 Sep 09 - Cached
Emmy Sill liked it
  • J.Randolph Radney on 30 Sep 09
     
    Did you ever wonder what you might do with a fine arts degree? Here's one idea... :)
  • Emmy Sill on 03 Oct 09
     
    scary, thats one way to spread your name! :D lol thanks for sharing Sensei Radney-Dono!!!! I want to get a Art directomation, Major <3
J.Randolph Radney

Using Google Chrome and Chrome Extensions for Speed and Productivity - ProfHacker.com - 0 views

www.profhacker.com/...ons-for-speed-and-productivity

google chrome

shared by J.Randolph Radney on 25 Feb 10 - Cached
Emmy-Lou Sill liked it
  • J.Randolph Radney on 25 Feb 10
     
    Some ideas to consider regarding Internet browsers.
  • Danika Bush on 02 Mar 10
     
    I don't like google chrome. I don't know why but there's something about it that I dislike. I'm going to stick with my good old Firefox.
  • Emmy-Lou Sill on 10 Mar 10
     
    i love chome :D it works nicely with my laptop :p it is fast with speed with internet :D it LOVES ME lol <3
J.Randolph Radney

Taking Diigo Beyond the Bookmark - 1 views

knowthenetwork.com/...king-diigo-beyond-the-bookmark

shared by J.Randolph Radney on 06 Jan 10 - Cached
  • J.Randolph Radney on 06 Jan 10
     
    Here are a range of ideas for the use of Diigo in research and in life.
Emmy-Lou Sill

Davos - World Economic Forum News - The New York Times - 0 views

topics.nytimes.com/...index.html

news world new york times.

shared by Emmy-Lou Sill on 14 Jan 10 - Cached
  • The World Economic Forum has for decades served as a Alpine playground where politicians, chief executives, academics, writers and celebrities socialize and exchange ideas. Established in 1971 as the European Management Forum, it has become better known simply as Davos, for the Swiss skiing resort where it is held each January.
  • Emmy-Lou Sill on 14 Jan 10
     
    here is new york tiimes, i enjoy reading it. lots of infomation
J.Randolph Radney

Monitor: The net generation, unplugged | The Economist - 0 views

www.economist.com/...displaystory.cfm

education writing web2.0 digitalnatives technology

shared by J.Randolph Radney on 08 Mar 10 - Cached
  • THEY are variously known as the Net Generation, Millennials, Generation Y or Digital Natives. But whatever you call this group of young people—roughly, those born between 1980 and 2000—there is a widespread consensus among educators, marketers and policymakers that digital technologies have given rise to a new generation of students, consumers, and citizens who see the world in a different way. Growing up with the internet, it is argued, has transformed their approach to education, work and politics.
  • But does it really make sense to generalise about a whole generation in this way? Not everyone thinks it does. “This is essentially a wrong-headed argument that assumes that our kids have some special path to the witchcraft of ‘digital awareness’ and that they understand something that we, teachers, don’t—and we have to catch up with them,” says Siva Vaidhyanathan, who teaches media studies at University of Virginia.
  • Any teenager can choose to join a Facebook group supporting the opposition in Iran or the liberation of Tibet, but such engagement is likely to be shallow. A recent study by the Pew Research Center, an American think-tank, found that internet users aged 18-24 were the least likely of all age groups to e-mail a public official or make an online political donation. But when it came to using the web to share political news or join political causes on social networks, they were far ahead of everyone else. Rather than genuinely being more politically engaged, they may simply wish to broadcast their activism to their peers. As with the idea that digital natives learn and work in new ways, there may be less going on here than meets the eye.
  • J.Randolph Radney on 08 Mar 10
     
    While it is impossible to classify an entire generation of people regarding characteristics and accurately apply features to an entire population, this article makes some interesting observations with regard to discrepancies between experience and expertise in using the Web. What could you write about such a topic? What does it mean to be a "digital native"?
J.Randolph Radney

POWA | Writing Ideas, Help, Community - 0 views

www.powa.org

writing english education resources

shared by J.Randolph Radney on 18 Mar 10 - Cached
  • J.Randolph Radney on 18 Mar 10
     
    Here are some writing helps.
J.Randolph Radney

"This topic is impossible!": Social Media as Research Panacea? (Part II) « Th... - 1 views

nkogan.wordpress.com/...ia-as-research-panacea-part-ii

diigo

shared by J.Randolph Radney on 19 Oct 09 - Cached
  • 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.
    • J.Randolph Radney
      J.Randolph Radney on 19 Oct 09
       
      This feature would allow me to better coach students in the research process.
  • 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.
  • J.Randolph Radney on 19 Oct 09
     
    "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."
  • J.Randolph Radney on 19 Oct 09
     
    This is an evaluation of social media tools for classroom use.
J.Randolph Radney

TeachPaperless: Paperless High School Newspapers! - 0 views

teachpaperless.blogspot.com/...ss-high-school-newspapers.html

teachpaperless blogging English storytelling web2.0

shared by J.Randolph Radney on 09 Oct 09 - Cached
  • Our kids here at school have just gone to an online edition. And immediately, the buzz around here has been about the RSS feed, subscriptions beyond the immediate school community, and the future of editorial and opinion blogs.
  • And in an age when the pro newspapers are still trying to figure out what's going on, it's great to see kids who already get it.
  • J.Randolph Radney on 09 Oct 09
     
    Does anyone want to champion the idea of a TRU student paper online?
J.Randolph Radney

Beyond Google - 15 Tools and Strategies for Better Web Search Results - 0 views

content.yudu.com/...index.htm

search strategies google education web2.0

shared by J.Randolph Radney on 26 Oct 09 - Cached
  • J.Randolph Radney on 26 Oct 09
     
    Here are some ideas to help students improve their strategies for searching the Internet for information.
J.Randolph Radney

The Fischbowl: This I Believe Goes Global - We Want You! - 2 views

thefischbowl.blogspot.com/...e-goes-global-we-want-you.html

writing collaboration podcasting global

shared by J.Randolph Radney on 03 Nov 09 - Cached
  • J.Randolph Radney on 03 Nov 09
     
    What would it look like if students banded togehter to write and podcast their ideas for Williams Lake?
J.Randolph Radney

Net Cetera - OnGuard Online - 0 views

www.onguardonline.gov/...net-cetera.aspx

internet_safety Internet Safety onlinesafety edtechcrew

shared by J.Randolph Radney on 14 Nov 09 - Cached
  • J.Randolph Radney on 14 Nov 09
     
    I just listened to a portion of CBC's program "Go" in which parents almost universally expressed their felt "duty" to monitor their kids' webpages (such sites as Facebook were mentioned) up to the age of about 15-6. Meanwhile, kids who were interviewed were almost universally against the idea that parents should view their Facebook sites. What do you think?
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