Skip to main content

Home/ Writing Across the Curriculum/ Group items tagged collaboration

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Stephanie Cooper

Collaboration: The Lost Skill? | Dangerously Irrelevant - 2 views

dangerouslyirrelevant.org/...boration-the-lost-skill-2.html

collaboration web2.0 connectivism

shared by Stephanie Cooper on 28 Sep 10 - No Cached
  • I have seen tweets and blog posts recently about frustration that teachers are having getting their students to collaborate. These were mainly secondary teachers and library media specialists. It was even an #EdChat topic a few weeks ago: "How do we engage students who find participatory learning uncomfortable?" What do you find most difficult when getting students to collaborate? Criticism from their peers? A bad experience with a previous teacher? It seems like there's so many factors that can come into play.
  • How are we fostering this skill beyond kindergarten? What have you found that really is motivating for students to collaborate? What gives them true ownership of their learning? There's awesome digital tools that aid in collaboration, but those tools don't MAKE the collaboration. It's a skill that still has to be fine tuned. It's a skill we should all be modeling effectively if we want our students to do it effectively. If you're looking for some great suggestions on how to foster collaboration in your classroom, I would suggest reading Michelle Bourgeois' post titled:  The Collaborative Classroom: It’s a Juggling Act. In this post Michelle tells a story of teaching students how to juggle and says. "Just like the art of juggling, there are several skills that need to be balanced and constantly monitored in a collaborative classroom to make it all come together." Please be sure to check out Michelle's post on how to monitor and keep balance of some essentials in classroom collaboration.
  • We should be fostering this skill in our classrooms, not hindering it. How often are you allowing students to collaborate? Not to say that awesome things can't come out of individual thinking, but as I always like to say, "We're better together." Sure, one mind can do awesome things, but a collective could really rock someone's world.
Keith Hamon

Beyond Current Horizons : Reworking the web, reworking the world: how web 2.0 is changi... - 0 views

www.beyondcurrenthorizons.org.uk/web-20-is-changing-our-society

Justin Reich Web 2.0 collaboration wikinomics

shared by Keith Hamon on 31 May 10 - Cached
  • Lowering communication costs doesn’t just lead to more communication, it leads to qualitatively different behavior by web users.
    • Keith Hamon
      Keith Hamon on 31 May 10
       
      Higher ed must tap into these "qualitatively different" behaviors by our students.
  • Lowering the interaction costs of communication leads to perhaps the most important feature of Web 2.0: its inclusive, collaborative capacity. The new Read/Write web is allowing people to work together, share information, and reach new and potentially enormous audiences outside some of the traditional structures of power, authority, and communication in our society. The social developments that have resulted from the Web 2.0 phenomena are best understood through a lens of democratization, but we must keep in mind the caveat that democracy means many different things in many different places (Haste and Hogan, 2006).
    • Keith Hamon
      Keith Hamon on 31 May 10
       
      The democratic tendencies of inclusive collaboration are a challenge to the traditional classroom, I think, demanding changes in the behavior and expectations of both students and teachers.
  • Web logs, or blogs
  • ...26 more annotations...
  • Wikis, websites which are authored by a community of people
  • Podcasting tools allowed for the uploading and syndication of audio files, and podcasts
  • YouTube pioneered online video sharing
  • Online social networks also fall within the domain of Web 2.0
  • Virtual worlds, including online games, are, to some degree, other forms of online social networks
  • In America in 2006, over 50% of teenagers – across racial and socioeconomic lines – have created pages on online social networks like Facebook and MySpace, and in all likelihood this percentage has increased in the last two years (Lenhart, Madden, Macgill, and Smith, 2007).
  • Web 2.0 refers to these simple, often free tools for adding content to the Web, but it also refers to systems that allow users to evaluate content. Tagging refers to the process of allowing users to apply key word labels to discrete bits of content.
  • convergence is one of the most common features in the evolution of Web 2.0 tools.
  • Whether or not the democratic possibilities of Web 2.0 are realized depends a great deal upon the degree to which users can negotiate for freedom and autonomy within the networks created and controlled by established political and corporate interests.
    • Keith Hamon
      Keith Hamon on 31 May 10
       
      Education, esp. higher ed, has always been a bastion for the free and open production and distribution of information. This is the best platform yet for disseminating information as widely as possible.
  • The driving force behind Web 2.0, the desire to lower the costs of communication, will continue to be a force shaping the web in the decades ahead, and innovations in time-cheap communications are going to present a future full of new surprises. Three other trends at various levels will continue to act on and shape this driving force. First, new platforms will continue to emerge. Second, the functionality in platforms will continue to converge. Third, we should expect to see greater integration between Web 2.0 tools and handheld devices. Finally, we should consider the efforts to those who seek not to extend the Web 2.0 regime, but to transcend it.
  • No facet of modern life will remain untransformed by the innovations of the Web 2.0.
    • Keith Hamon
      Keith Hamon on 31 May 10
       
      I think this is especially true of education.
  • Online networks may also upset hierarchical corporate structures.
    • Keith Hamon
      Keith Hamon on 31 May 10
       
      Online social networks are rhizomatic, and thus, they always subsume and subvert hierarchical structures.
  • These new platforms may allow different kinds of talents – talents related to online networking, communication and collaboration – to be more highly valued in the work place. They also may allow for employees at the bottom of the corporate hierarchy to more easily bend the ear of those at the top, and the examples of both Linux development and the Toyota production system lend support to this hypothesis (Evans and Wolf, 2005). These flatter, more democratic, more meritocratic social organizations may allow firms to draw out the strengths of their employees with less regard towards their position in the organization.
    • Keith Hamon
      Keith Hamon on 31 May 10
       
      Flatter is a perhaps unfortunate visual metaphor to contrast with hierarchical. Rhizomatic is more accurate, richer, fuller.
  • The fans were not the simple recipients of the movie; instead, they helped to design the film.
    • Keith Hamon
      Keith Hamon on 31 May 10
       
      In their book Wikinomics, Tapscott & Williams closely examine the emergence of the prosumer and its consequences for business. What about for education? Can students be prosumers, both consumers and producers of information? I think so.
  • If myBO becomes another media for the Obama administration to spread a centrally constructed message, then it becomes another instrument of elite political power. If, however, myBO morphs into my.americangovernment.gov, a space where citizens have the opportunity to contribute and collaborate on solving problems and speaking truth to power, then the democratizing power of Web 2.0 tools may indeed lead to a more democratic republic.
    • Keith Hamon
      Keith Hamon on 31 May 10
       
      Government is very conservative and generally resists change until change is forced upon it. Web 2.0 could be one of the most peaceful revolutions ever. Most people will likely not notice that it has happened until it's done.
  • Relationships developed in virtual or online worlds are not pale reflections of “real” world phenomena. They are a new class of meaningful and profound interactions which researchers will have to consider seriously as they try to understand the evolving nature of society in a Web 2.0 world.
  • hypothesized benefits for using Web 2.0 tools in the classroom with students, which can be organized into four major categories. The first category involves increasing engagement.
  • Web 2.0 tools provide new avenues to teach fundamental skills, like writing, communication, collaboration, and new media literacy.
  • In addition to developing both old and new fundamental skills, students also need to rehearse for 21st century situations.
  • emerging Web tools can enlighten the critique of the contemporary state of education.
  • The Flat Classroom Project of 2007
    • Keith Hamon
      Keith Hamon on 31 May 10
       
      Started by Ms. Vicki Davis, a high school teacher in Camilla, GA.
  • While no studies have looked widely across Web 2.0 tools, there is anecdotal evidence that this kind of project is a very rare exception to two normal states. The first normal state with Web 2.0 is failure. Of the hundreds of thousands of blogs and wikis created, most die on the vine. This isn’t necessarily a bad thing, as one of the advantages of Web 2.0 is that they are both inexpensive and time-cheap to create, and so one can fail repeatedly before finding a model that works. That said, these failed instantiations are not realizing any of the aforementioned hypothesized benefits. The second normal state for Web 2.0 tools are applications that fit neatly into standard, industrial models of education. In these states, a wiki might be used as an easy way for a teacher to create a website as a one-way delivery device for content, rather than a collaborative medium. Or perhaps a student creates a blog as a kind of online portfolio, but her writings are never published widely, never shared with others, or never commented upon by classmates. In a sense the blog has allowed the student to pass in her homework online, but none of the potentially benefits of publishing within a larger critical, collaborative community are realized. If these two states are indeed the norm, then right now Web 2.0 tools may offer tremendous potential for education, but this potential is not much realized.
    • Keith Hamon
      Keith Hamon on 31 May 10
       
      These are two critical pitfalls that ASU's QEP classes must work to avoid.
  • There is also anecdotal evidence that the distribution of the use of these tools, sophisticated or not, is skewed towards wealthy, suburban communities rather than poorer rural or urban communities.
    • Keith Hamon
      Keith Hamon on 31 May 10
       
      ASU can certainly be a correction to this trend, if it is the case.
  • very few systems have incentives that reward teachers for innovative instruction.
    • Keith Hamon
      Keith Hamon on 31 May 10
       
      This is a key element in the success of QEP at ASU. How do we reward faculty who participate and revolutionize their teaching?
  • Most teachers learn to teach from their own experience and from mentors, neither of which usually provide an exemplary model for technology use in the classroom.
  • The driving technical principle behind the evolution of Web 2.0 tools is the reduction of the interaction costs of communication, and these costs will continue to be driven down. As these costs are driven down, we will continue to see the emergence of qualitatively new behaviors and the products of these behaviors will be as or more bizarre to future peoples as Wikipedia and Twitter are to us now. These new behaviors will be at some level democratizing, as they will involve harnessing collaborative energy and collective intelligence to meet cooperative goals. Many of these innovations will level hierarchies and include and involve more people in social systems. They will accelerate globalization by making cross-cultural, cross-content, cross-time-zone conversations even cheaper and take less time to achieve.
  • Keith Hamon on 31 May 10
     
    To sum up the Web 2.0 phenomena in a sentence: lower communication costs have led to opportunities for more inclusive, collaborative, democratic online participation.
Keith Hamon

Luke's e-Learning Blog: Assessing Collaborative Efforts - 1 views

lukebilger.blogspot.com/...ing-collaborative-efforts.html

Luke Bilger assessment collaboration groups social networking

shared by Keith Hamon on 16 Jan 12 - No Cached
  • Keith Hamon on 16 Jan 12
     
    So the question becomes, according to Seimens (Laureate, 2008), "How do we change an assessment model based on individual learning to a model based on collaborative learning?"
Keith Hamon

Introducing the Collaboration Curve - John Hagel III, John Seely Brown, and Lang Daviso... - 1 views

blogs.hbr.org/...oducing-the-collaboration.html

John Hagel III John Seely Brown social networking Web 2.0 rhizome

shared by Keith Hamon on 01 Apr 10 - Cached
  • the more participants--and interactions between those participants--you add to a carefully designed and nurtured environment, the more the rate of performance improvement goes up.
    • Keith Hamon
      Keith Hamon on 01 Apr 10
       
      This implies for QEP that the more our students write to more people, then the more their rate of improvement will go up. Is this the case? Is writing in someway like playing WoW?
  • we're seeing the emergence of a new kind of learning curve as we scale connectivity and learning through pull, rather than scaling efficiency through push. We call it the "collaboration curve."
    • Keith Hamon
      Keith Hamon on 01 Apr 10
       
      A new kind of learning curve is what QEP is after, and it seems that connective, collaborative social networks are the way to achieve them.
  • The evidence for the collaboration curve is, as yet, mostly anecdotal.
    • Keith Hamon
      Keith Hamon on 01 Apr 10
       
      Here's a great opportunity for QEP-based research.
  • Keith Hamon on 01 Apr 10
     
    the more participants--and interactions between those participants--you add to a carefully designed and nurtured environment, the more the rate of performance improvement goes up.
Keith Hamon

Wikipedia And The Death Of The Expert | The Awl - 0 views

www.theawl.com/...ia-and-the-death-of-the-expert

Maria Bustillos wikipedia writing elearning social networking Education 2.0 PLN

shared by Keith Hamon on 30 May 11 - No Cached
  • If the printing press empowered the individual, the digital world empowers collaboration.
    • Keith Hamon
      Keith Hamon on 30 May 11
       
      Collaboration is one of the key principles of connectivism: we must connect to collaborate, and we must collaborate to connect.
  • McLuhan drew from many, many sources in order to develop these ideas; the work of Canadian political economist and media theorist Harold Innis was instrumental for him. Innis's technique, like McLuhan's, forswears the building up of a convincing argument, or any attempt at "proof," instead gathering in a ton of disparate ideas from different disciplines that might seem irreconcilable at first; yet considering them together results in a shifted perspective, and a cascade of new insights.
  • Wikipedia is like a laboratory for this new way of public reasoning for the purpose of understanding, an extended polylogue embracing every reader in an ever-larger, never-ending dialectic. Rather than being handed an "authoritative" decision, you're given the means for rolling your own.
    • Keith Hamon
      Keith Hamon on 30 May 11
       
      Again, we are forced to consider the implications of collaborative thinking in "an extended polylogue" on our traditional notions of critical thinking and reflective practices.
  • ...2 more annotations...
  • The threat to Britannica from Wikipedia is not a matter of dueling methods of providing information. Wikipedia, if it works better than Britannica, threatens not only its authority as a source of information, but also the theory of knowledge on which Britannica is founded. On Wikipedia "the author" is distributed, and this fact is indigestible to current models of thinking. "Wikipedia is forcing people to accept the stone-cold bummer that knowledge is produced and constructed by argument rather than by divine inspiration.
    • Keith Hamon
      Keith Hamon on 30 May 11
       
      Shirkey is often insightful.
  • If my point of view needn't immediately eradicate yours—if we are having not a contest but an ongoing comparison, whether in politics, art or literary criticism, if "knowledge" is and will remain provisional (and we could put a huge shout-out to Rorty here, if we had the space and the breath) what would this mean to the quality of our discourse, or to the subsequent character and quality of "understanding"?
    • Keith Hamon
      Keith Hamon on 30 May 11
       
      This is a nice summary of Morin's concept of the dialogic, the fact of knowledge as always the tension between chaos and order, truth and lie.
  • Keith Hamon on 30 May 11
     
    Wikipedia is forcing us to confront the paradox inherent in the idea of learners as "doers, not recipients." If learners are indeed doers and not recipients, from whom are they learning? From one another, it appears; same as it ever was.
Keith Hamon

Teachers Guide on The Use of Wikis in Education - 1 views

www.educatorstechnology.com/...-guide-on-use-of-wikis-in.html

Med Kharbach wikis elearning Education 2.0 Web 2.0 social networking writing

shared by Keith Hamon on 03 Jul 12 - No Cached
  • Keith Hamon on 03 Jul 12
     
    According to Leuf and Cunningham, a wiki is "a free expandable collection of interlinked webpages, a hypertext system for storing and modifyinh information, a data base, where each page is easily edited by any user." A Wiki can be thought of as a combination of a web site and a Word document. At its simplest, it can be read just like any other web site, with no access privileges necessary, but its real power lies in the fact that groups can collaboratively work on the content of the site using nothing but a standard web browser. The Wiki is gaining  traction in education as an ideal tool for collaborative work.
Keith Hamon

YouTube - Scott Moore : Using Technology and Collaboration to Engage Students (Part 1) - 1 views

www.youtube.com/watch

Scott Moore PLN collaboration writing critical thinking elearning Web 2.0

shared by Keith Hamon on 01 Oct 10 - No Cached
  • Keith Hamon on 01 Oct 10
     
    Nice video that explores many of the techniques we use in QEP to promote student connectivity, PLNs, and collaboration.
Keith Hamon

Introduction to Edcamp: A New Conference Model Built on Collaboration | Edutopia - 1 views

www.edutopia.org/...ut-edcamp-unconference-history

Mary Beth Hertz edcamp unconference collaboration conference elearning Education 2.0 Web 2.0 social networking PLN connectivism

shared by Keith Hamon on 04 Oct 11 - No Cached
  • Keith Hamon on 04 Oct 11
     
    One of the organizers of Edcamp Philly, a free education "unconference" that took place in Philadelphia last May. The event attracted the attention of educators from around the world--not only for the excellent content and collaborative spirit, but also for the unconference model itself -- one that costs next to nothing to produce by facilitating ad-hoc community participation.
Keith Hamon

Collaborative Learning for the Digital Age - The Chronicle Review - The Chronicle of Hi... - 0 views

chronicle.com/...128789

Cathy N. Davidson collaboration Pedagogy writing elearning Education 2.0 social networking Web 2.0 PLN education

shared by Keith Hamon on 02 Sep 11 - No Cached
  • I had the students each contribute a new entry or amend an existing entry on Wikipedia, or find another public forum where they could contribute to public discourse.
    • Keith Hamon
      Keith Hamon on 02 Sep 11
       
      This could be a key type of writing assignment in any class, and it can be done individually or in collaborative groups. 
  • What if "research paper" is a category that invites, even requires, linguistic and syntactic gobbledygook?
    • Keith Hamon
      Keith Hamon on 02 Sep 11
       
      I think the traditional research paper does invite gobbledygook, that's why we get so much gobbledygook from it.
  • Research indicates that, at every age level, people take their writing more seriously when it will be evaluated by peers than when it is to be judged by teachers.
    • Keith Hamon
      Keith Hamon on 02 Sep 11
       
      Here is a key to why QEP encourages public writing within discourse communities and is moving away from traditional classroom writing aimed solely at a grading teacher.
  • ...2 more annotations...
  • Lunsford surprised everyone with her findings that students were becoming more literate, rhetorically dexterous, and fluent—not less, as many feared. The Internet, she discovered, had allowed them to develop their writing.
    • Keith Hamon
      Keith Hamon on 02 Sep 11
       
      Imagine that! Our students are becoming MORE literate, not less. This is a core belief of QEP: that the Internet is encouraging more written communications among more people than at any other time in history. We wonder why the Academy is ignoring this wonderful, rich energy.
  • Everything, that is, except the grading.
    • Keith Hamon
      Keith Hamon on 02 Sep 11
       
      Assessment is perhaps the single most intractable aspect of traditional education. In some ways, crowdsourcing grades actually violates legal regulations about student privacy. This is a serious issue, but I am confident that we will resolve it.
  • Keith Hamon on 02 Sep 11
     
    Current practices of our educational institutions-and workplaces-are a mismatch between the age we live in and the institutions we have built over the last 100-plus years. The 20th century taught us that completing one task before starting another one was the route to success. Everything about 20th-century education, like the 20th-century workplace, has been designed to reinforce our attention to regular, systematic tasks that we take to completion. Attention to task is at the heart of industrial labor management, from the assembly line to the modern office, and of educational philosophy, from grade school to graduate school.
Keith Hamon

Wikis for Writing Projects | Technology Teacher - 0 views

itcboisestate.wordpress.com/...wikis-for-writing-projects

Barbara Schroeder writing wikis elearning social networking PLN Web 2.0 Education 2.0

shared by Keith Hamon on 03 May 11 - Cached
  • Keith Hamon on 03 May 11
     
    How can wikis be used in writing projects? Remember, a wiki is a collaborative tool, so writing projects using a wiki should include a collaborative aspect. Following are some ideas:
pajenkins1

Collaborative Learning in Asynchronous Learning Networks: Building Learning Communities. - 0 views

eric.ed.gov/...detailmini.jsp

learning communities

shared by pajenkins1 on 16 Feb 11 - No Cached
  • pajenkins1 on 16 Feb 11
     
    This paper presents evidence that collaborative learning strategies, which require relatively small classes or groups actively mentored by an instructor, are necessary in order for World Wide Web-based courses to be as effective as traditional classroom courses.
Keith Hamon

AJET 27(2) Guo and Stevens (2011) - Factors influencing perceived usefulness of wikis f... - 0 views

www.ascilite.org.au/...guo.html

Zixiu Guo Kenneth John Stevens wikis writing elearning Education 2.0 Web 2.0 PLN

shared by Keith Hamon on 05 Sep 11 - No Cached
  • Keith Hamon on 05 Sep 11
     
    This study reports the findings of an investigation of the factors influencing the use and usefulness of wikis in an introductory, undergraduate information systems course. Informed by the media choice, technology acceptance model from information systems research, and group collaborative learning research from the education literature, a survey instrument was developed and administered across the entire course. The study found that wiki use was influenced by the student's prior expertise with wikis, with their perceived usefulness of wikis being strongly influenced by their teachers' attitudes towards the technology, and the ease of access to the wikis. The students' overall attitude towards wikis was largely influenced by the extent to which they saw wikis as helping with their assignment work, and their intention to use wikis in the future was driven by their perception of wiki's usefulness. The paper concludes with an outline of the lessons learned from the study and recommendations for instructors who are thinking of using wikis in their teaching.
Keith Hamon

From Groups to Teams: The Key to Powering up PBL | Edutopia - 1 views

www.edutopia.org/...ct-based-learning-thom-markham

Thom Markham project based learning writing elearning social networking PLN Web 2.0 collaboration

shared by Keith Hamon on 15 Apr 11 - No Cached
  • PBL teachers need a set of tools that establish a team ethic. They also need to set aside time for this during a project and before a project.
    • Keith Hamon
      Keith Hamon on 15 Apr 11
       
      Team ethic is key to successful collaboration.
  • Use a solid, detailed collaboration and teamwork rubric
  • Distinguish working groups from teams.
  • ...1 more annotation...
  • Help students focus on the core element that distinguishes a group from a team: The commitment to each other’s success.
    • Keith Hamon
      Keith Hamon on 15 Apr 11
       
      We don't teach students how to identify & capitalize upon the different strengths they each bring to a team.
  • Keith Hamon on 15 Apr 11
     
    PBL is still kind of a cool way to address standards and, too often these days, is simply coverage by another name. But its ultimate benefit is to help students think, learn, and operate in the new century by challenging them at deeper levels. That requires reversing the equation between skills and content: PBL is method for teaching students to find, process, understand, and share information, not a way to extend the industrial landscape of regurgitation and recall.
Keith Hamon

connectivistlearning [licensed for non-commercial use only] / Home - 1 views

connectivistlearning.pbworks.com

Web 2.0 connectivism PLN

shared by Keith Hamon on 06 Jun 10 - Cached
  • Keith Hamon on 06 Jun 10
     
    Web 2.0 & Connectivist Learning will focus on utilizing new technologies to connect, collaborate, create, and share.  The primary focus will be on teacher professional learning and building a Personal Learning Network.  We will explore in depth how web 2.0 tools like blogs, wikis, podcasts, vodcasts, social bookmarking, social networking, microblogging, and others can be utilized both for personal professional growth and how these tools might be used in the classroom.
Keith Hamon

Stages of PLN adoption - 0 views

www.thethinkingstick.com/stages-of-pln-adoption

Jeff Utecht connectivism PLN

shared by Keith Hamon on 27 Sep 10 - Cached
  • Try and find that balance between learning and living. Understanding that you can not know it all, and begin to understand that you can rely on your network to learn and store knowledge for you.
    • Keith Hamon
      Keith Hamon on 27 Sep 10
       
      Here is a key justification for Connectivism: we simply cannot contain all the information we need in our one little head. We must rely on our networks to collect, store, and critical think about information for us.
  • Keith Hamon on 27 Sep 10
     
    I have noticed an emerging trend of what one goes through when adopting a PLN for the first time. I myself continue to look at the stages I am going through in adopting this new way of learning, interacting, and teaching in a collaborative, connected world.
Keith Hamon

Teaching Carnival 4.1 - ProfHacker - The Chronicle of Higher Education - 0 views

chronicle.com/...26625

Billie Hara Teaching Carnival education blogging writing social networking connectivism Education 2.0 Web 2.0 PLN

shared by Keith Hamon on 07 Sep 10 - Cached
  • Keith Hamon on 07 Sep 10
     
    In that spirit of collaboration, the Teaching Carnival is back. … Each month, a new writer will collect and sort teaching-related links and will post them here. (If you are interested in writing one of these posts or contributing links to the roundup, see the info at the bottom of this page.) This is a great source for connecting to college profs who are writing about teaching in college.
Keith Hamon

Teaching in Social and Technological Networks « Connectivism - 1 views

www.connectivism.ca/?p=220

eLearning social networking Education 2.0 connectivism George Siemens

shared by Keith Hamon on 18 Feb 10 - Cached
  • 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.
  • For educators, control is being replaced with influence. Instead of controlling a classroom, a teacher now influences or shapes a network.
    • Keith Hamon
      Keith Hamon on 18 Feb 10
       
      Here, Siemens effectively captures the shift from command and control structures in education to connect and collaborate structures.
  • 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.
    • Keith Hamon
      Keith Hamon on 18 Feb 10
       
      This effectively distributes the burden of education, taking it off the teacher solely and moving it to the individual learner, where it must be.
  • ...2 more annotations...
  • “To teach is to model and to demonstrate. To learn is to practice and to reflect.”
    • Keith Hamon
      Keith Hamon on 18 Feb 10
       
      This is a great model for teaching within QEP.
  • 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.
    • Keith Hamon
      Keith Hamon on 18 Feb 10
       
      QEP teachers must create a credible and persistent online identity through which they can connect to and collaborate with their students.
  • Keith Hamon on 18 Feb 10
     
    Given that coherence and lucidity are key to understanding our world, how do educators teach in networks? For educators, control is being replaced with influence. Instead of controlling a classroom, a teacher now influences or shapes a network.
Keith Hamon

The EDUCAUSE Top Teaching and Learning Challenges | EDUCAUSE - 0 views

www.educause.edu/Challenges

eLearning Web 2.0 PLN critical thinking collaboration 21st century skills

shared by Keith Hamon on 16 Feb 10 - Cached
  • Creating learning environments that promote active learning, critical thinking, collaborative learning, and knowledge creation. Developing 21st century literacies (information, digital, and visual) among students and faculty. Reaching and engaging today's learner.
  • Keith Hamon on 16 Feb 10
     
    Through surveys, interactive brainstorming sessions, and a final community vote, the EDUCAUSE community identified their top five challenges in teaching and learning with technology.
Keith Hamon

How to use Twitter for Social Learning - 0 views

c4lpt.co.uk/...twitter.html

Twitter eLearning social networking

shared by Keith Hamon on 24 Mar 10 - Cached
  • Keith Hamon on 24 Mar 10
     
    This Guide looks at how to use Twitter for social learning - that is to build a community, communicate, collaborate with others, as well as share information and resources.  In addition it looks at how it can be used for to support formal social learning events and programmes.
Stephanie Cooper

100+ Google Tricks That Will Save You Time in School | Online Colleges - 0 views

www.onlinecolleges.net/...t-will-save-you-time-in-school

Google Tricks Google Tricks Education search technology

shared by Stephanie Cooper on 18 Mar 10 - Cached
  • Google Specifically for Education From Google Scholar that returns only results from scholarly literature to learning more about computer science, these Google items will help you at school. Google Scholar. Use this specialized Google search to get results from scholarly literature such as peer-reviewed papers, theses, and academic publishers. Use Google Earth’s Sky feature. Take a look at the night sky straight from your computer when you use this feature. Open your browser with iGoogle. Set up an iGoogle page and make it your homepage to have ready access to news stories, your Google calendar, blogs you follow in Google Reader, and much more. Stay current with Google News. Like an electronic clearinghouse for news, Google News brings headlines from news sources around the world to help you stay current without much effort. Create a Google Custom Search Engine. On your own or in collaboration with other students, put together an awesome project like one of the examples provided that can be used by many. Collect research notes with Google Notebook. Use this simple note-taking tool to collect your research for a paper or project. Make a study group with Google Groups. Google Groups allows you to communicate and collaborate in groups, so take this option to set up a study group that doesn’t have to meet face-to-face. Google Code University. Visit this Google site to have access to Creative Commons-licensed content to help you learn more about computer science. Study the oceans with Google Earth 5. Google Earth 5 provides information on the ocean floor and surface with data from marine experts, including shipwrecks in 3D. Learn what experts have to say. Explore Knol to find out what experts have to say on a wide range of topics. If you are an expert, write your own Knol, too.
  • Stephanie Cooper on 18 Mar 10
     
    There's so much Google can do that most of us aren't even aware of! Some of these might come in handy for yourself as well as your students.
1 - 20 of 48 Next › Last »
Showing 20▼ items per page