Group items tagged

" In this course we will examine the tools and practices associated with networked, open, and digital scholarship. In particular we will investigate the emergent practice of scholars' use of social media and online social networks for sharing, critiquing, improving, furthering, and reflecting upon their scholarship."

"Now, I realize in saying this I am merely expressing my Old Fartdom. "Why, in my day, there were groups and not all these little networks of people with their twittering and their facial books."" I think this is a pretty important distinction. And, groups are dead... mostly.

"This week, the Connected Learning Research Network, a research group that I chair, released a report (PDF) that outlines how connected learning environments are designed and how they can benefit youth in networked society, especially the underprivileged and vulnerable. The report calls for several core changes in education, including: * Close the gap between the no-frills learning that too often happens in-school and the interactive, hands-on learning that usually takes place out of school; * Take advantage of the Internet's ability to help youth develop knowledge, expertise, skills and important new literacies; * Use the benefits of digital technology and social networking to combat the increasing reality of the haves and have-nots in education. "

"The best performing teacher in the whole system was a woman named Zenaida Tan. Up until that report, she was completely unheralded. The skills she possessed were invisible. Meanwhile, less important traits were measured on her evaluations (three times she was late to pick up students from recess). In part, Lemov is talking about the skill of herding cats. The master of cat herding senses when attention is about to wander, knows how fast to move a diverse group, senses the rhythm between lecturing and class participation, varies the emotional tone. This is a performance skill that surely is relevant beyond education. This raises an important point. As the economy changes, the skills required to thrive in it change, too, and it takes a while before these new skills are defined and acknowledged. For example, in today's loosely networked world, people with social courage have amazing value. Everyone goes to conferences and meets people, but some people invite six people to lunch afterward and follow up with four carefully tended friendships forevermore. Then they spend their lives connecting people across networks. People with social courage are extroverted in issuing invitations but introverted in conversation - willing to listen 70 percent of the time"

""The real concern of this book is how existing scholarly activities (things like writing, publishing, networking and engaging) can be enhanced through social media and perhaps transformed in the process.""

"Mapping Networks of Reprinting in 19th-Century Newspapers and Magazines" Really cool digital humanities project

"As a medieval historian with some decidedly old-school habits, Guy Geltner wanted to expand his online presence, but he shuddered at the thought of "friending" or "Tweeting" to get other scholars' attention."

Thank you for posting this! I am very much an in person kind of communicator and appreciate this perspective.

"Users of Social Networking sites frequently discuss events which will occur in the near future. By annotating Named Entities and resolving temporal expressions (for example "next Friday"), we are able to automatically extract a calendar of popular events occurring in the near future from Twitter. "

"Christine Greenhow, an assistant professor of education at Michigan State University, argues that using informal social-media settings to carry on debates about science can help students refine their argumentative skills, increase their scientific literacy, and supplement learning in the classroom."

Ah, this is so interesting. Over lunch I announced that I love how Twitter is being used in OLE. I can see integrating it in a similar way that OLE is: As a way to announce that assignments (or makes) are complete. Given that 'ah hah' moment with me, and this article, it's pretty clear that there's a lot you can do with it, on many levels. Knowing your audience and making sure it meshes with the parameters and goals of the course are key.

"They were so busy hating Twitter they didn't realize how much they were learning or how much they were thinking critically."

link to ECAR findings