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Keith Hamon

The power of blog tagging | Technology Teacher - 0 views

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    Tagging allows you to find content in other blogs that matches yours and possibly can provide you with additional insights and information about a subject area you are passionate about. But tagging can also serve a very valuable service for faculty using blogs as a class assignment. If your students are writing individual blogs for a class assignment/project, you can ask them to identify their blog posts with a specific tag, such as your name course name and section number.
Keith Hamon

Use Diigo To Help Write Your Next College Essay or Term Paper - 0 views

  • since most research papers are based on quotes used from various sources, Diigo provides a way to not only bookmark your sources, but also to manage and access your quotes, notes, and analysis.
    • Keith Hamon
       
      This post assumes that most college research papers are based on secondary sources easily found on the Internet.
  • The best way to do research is know what your thesis is for a given topic.
    • Keith Hamon
       
      I'm not sure I agree. Many students start with a subject, such as gun control, but don't develop a thesis until after they have done some reading and investigation.
  • Having a thesis in mind can help you narrow research, even if you change your thesis during the process.
    • Keith Hamon
       
      I do believe that students should be taught to do research after they know what they are looking for. 
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  • create a list for your topic. This list will be used to manage all your bookmarks and highlights.
    • Keith Hamon
       
      Any item can be added to many lists, or more precisely, can be tagged with many items.
  • install the Diigo bookmarklet, or diigolet, in your favorite web browser
    • Keith Hamon
       
      This is an essential tool for using Diigo. You can bookmark without the Diigo tool, but it is much more cumbersome to do so.
  • You might consider color coding your highlights, e.g., yellow for quotes that support your thesis, and green for quotes that are against your thesis.
    • Keith Hamon
       
      Visual cues work for some people.
  • If you’re working on a group research project, Diigo can be used for the same purpose. Simply create a group for which everyone can bookmark sources to.
    • Keith Hamon
       
      Diigo is a great tool for collaborative writing.
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    Diigo can be a very useful tool for helping you to write a college essay or research paper.
Keith Hamon

Using Diigo in the Classroom - Student Learning with Diigo - 1 views

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    Diigo is a powerful information capturing, storing, recalling and sharing tool. Here are just a few of the possibilities with Diigo: Save important websites and access them on any computer. Categorize websites by titles, notes, keyword tags, lists and groups. Search through bookmarks to quickly find desired information. Save a screenshot of a website and see how it has changed over time. Annotate websites with highlighting or virtual "sticky notes." View any annotations made by others on any website visited. Share websites with groups or the entire Diigo social network. Comment on the bookmarks of others or solicit comments to your shared bookmarks. To learn more about how Diigo can be used as as information management tool, visit these pages:
Keith Hamon

22 free tools for data visualization and analysis - Computerworld - 1 views

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    There are many tools around to help turn data into graphics, but they can carry hefty price tags. There are a surprising number of highly robust tools for data visualization and analysis that are available at no charge.
Keith Hamon

4 Easy Ways to Avoid Plagiarism on Your Blog - 0 views

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    Check out our coverage of 4 online plagiarism checkers after the jump for excellent ways to avoid plagiarism on your blog.
Keith Hamon

Make Your Own Free Multipurpose Web Page With Google Sites - 0 views

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    A simple introduction to creating web sites using Google Sites
Keith Hamon

coupled-inquiry cycle: A teacher concerns-based model for effective student inquiry, Th... - 0 views

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    a model of inquiry has emerged that seems to balance the vision of student-centered inquiry described in the NSES with an inquiry strategy that reflects teacher concerns. This model, called the Coupled Inquiry Cycle, combines, or "couples", "teacher guided" inquiry with "full" or "open" inquiry, into an inquiry cycle based on a learning cycle format
Keith Hamon

4 Great & Inspiring Sites For Creative Writers To Visit - 2 views

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    As a creative author - professional or aspiring - the web can be a wonderful place. Below are some of the best and most inspiring places a word doctor can go.
Keith Hamon

10 Awesome Free Tools To Make Infographics - 1 views

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    Information graphics, visual representations of data known as infographics, keep the web going these days. Web users, with their diminishing attention spans, are inexorably drawn to these shiny, brightly coloured messages with small, relevant, clearly-displayed nuggets of information. They're straight to the point, usually factually interesting and often give you a wake-up call as to what those statistics really mean.
Keith Hamon

4 Quick & Easy Ways To Review Your Writing Online - 1 views

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    There are several free online grammar and writing websites that will give you an instantaneous answer to your query - even if it's something a little more fun like wanting to know which famous author you write like.
Keith Hamon

Learning or Management Systems? « Connectivism - 1 views

  • Two broad approaches exist for learning technology implementation: The adoption of a centralized learning management approach. This may include development of a central learning support lab where new courses are developed in a team-based approach—consisting of subject matter expert, graphic designers, instructional designer, and programmers. This model can be effective for creation of new courses and programs receiving large sources of funding. Most likely, however, enterprise-wide adoption (standardizing on a single LMS) requires individual departments and faculty members to move courses online by themselves. Support may be provided for learning how to use the LMS, but moving content online is largely the responsibility of faculty. This model works well for environments where faculty have a high degree of autonomy, though it does cause varying levels of quality in online courses. Personal learning environments (PLEs) are a recent trend addressing the limitations of an LMS. Instead of a centralized model of design and deployment, individual departments select from a collage of tools—each intending to serve a particular function in the learning process. Instead of limited functionality, with highly centralized control and sequential delivery of learning, a PLE provides a more contextually appropriate toolset. The greater adaptability to differing learning approaches and environments afforded by PLEs is offset by the challenge of reduced structure in management and implementation of learning. This can present a significant challenge when organizations value traditional lecture learning models.
    • Keith Hamon
       
      QEP as I envision it leans heavily toward the second of these two approaches.
    • Thomas Clancy
       
      Indeed, these two stood out for me, too! We are all about developing PLEs / PLNs for our QEP students.
  • Self-organised learning networks provide a base for the establishment of a form of education that goes beyond course and curriculum centric models, and envisions a learner-centred and learner controlled model of lifelong learning. In such learning contexts learners have the same possibilities to act that teachers and other staff members have in regular, less learner-centred educational approaches. In addition these networks are designed to operate without increasing the workload for learners or staff members.
    • Keith Hamon
       
      This is the QEP approach to online learning-in a nutshell, and explains why we prefer the suite of open Web 2.0 tools over central learning management systems such as Blackboard Vista.
  • Instead of learning housed in content management systems, learning is embedded in rich networks and conversational spaces. The onus, again, falls on the university to define its views of learning.
    • Keith Hamon
       
      One of the issues for QEP is to redefine the way ASU defines teaching/learning.
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  • Two key areas are gaining substantial attention: (a) social software, and (b) personal learning environments (PLEs). Social software and PLEs have recently gained attention as alternatives to the structured model of an LMS. PLEs are defined as: “systems that help learners take control of and manage their own learning” (van Harmelen, 2006, ¶ 1). PLEs “are about articulating a conceptual shift that acknowledges the reality of distributed learning practices and the range of learner preference” (Fraser, 2006, ¶ 9). A variety of informal, socially-based tools comprise this space: (a) blogs, (b) wikis, (c) social bookmarking sites, (d) social networking sites (may be pure networking, or directed around an activity, 43 Things or flickr are examples), (e) content aggregation through RSS or Atom, (f) integrated tools, like elgg.net, (g) podcast and video cast tools, (h) search engines, (i) email, and (j) Voice over IP.
    • Keith Hamon
       
      This is the QEP approach, but QEP must still accommodate the demands of the institution, or work to change those demands.
  • For an individual used to Skyping, blogging, tagging, creating podcasts, or collaboratively writing an online document, the transition to a learning management system is a step back in time (by several years).
    • Keith Hamon
       
      Though too many ASU students are not sophisticated Net users, they increasingly will be and we want to enable them to become more sophisticated.
  • LMS may well continue to play an important role in education—but not as a critical centre. Diverse tools, serving different functionality, adhering to open guidelines, inline with tools learners currently use, may be the best option forward.
    • Keith Hamon
       
      This strikes me as the proper orientation toward technology for QEP to assume.
  • As these learners enter higher education, they may not be content to sit and click through a series of online content pages with periodic contributions to a discussion forum.
    • Keith Hamon
       
      Increasingly, these will be our students.
  • Involve all stakeholders (beyond simple surveys). Define the university’s view of learning. Critically evaluate the role of an LMS in relation to university views of learning and needs of all stakeholders. Promote an understanding that different learning needs and context require different approaches. Perform small-scale research projects utilizing alternative methods of learning. Foster communities where faculty can dialogue about personal experiences teaching with technology. Actively promote different learning technologies to faculty, so their unique needs—not technology—drives tools selected.
    • Keith Hamon
       
      These are good goals for QEP to stay mindful of.
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    The initial intent of an LMS was to enable administrators and educators to manage the learning process. This mindset is reflected in the features typically promoted by vendors: ability to track student progress, manage content, roster students, and such. The learning experience takes a back seat to the management functions.
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    The initial intent of an LMS was to enable administrators and educators to manage the learning process. This mindset is reflected in the features typically promoted by vendors: ability to track student progress, manage content, roster students, and such. The learning experience takes a back seat to the management functions.
Keith Hamon

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

  • Lowering communication costs doesn’t just lead to more communication, it leads to qualitatively different behavior by web users.
    • Keith Hamon
       
      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
       
      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
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  • 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
       
      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
       
      I think this is especially true of education.
  • Online networks may also upset hierarchical corporate structures.
    • Keith Hamon
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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
       
      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.
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    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

5 Tools for Building a Next-Generation 'Hybrid' Class Website - ProfHacker - The Chroni... - 0 views

  • To build the module, we used a rapid e-learning authoring tool called Adobe Captivate. Some other popular programs for this kind of rapid authoring are Articulate and Lectora. Captivate is great for building interactive self-guided simulations and branching scenarios.
    • Keith Hamon
       
      We should explore how to add external tools to ASU's Moodle so that we can gather info about our students.
  • We created our unit in PearlTrees by adding links to all the web-based readings, videos and articles for the course and then embedded it into our LMS.
  • We decided used Prezi to create a Case Study Library with six categories (Health, Education, etc.) to introduce our students to the tools organizations are using to address different elements of the peacebuilding and international development spectrum.
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  • Our LMS had a built-in functionality for users to submit links and tag them, but other options include setting up a class Diigo account with one class username and password. If the majority of participants are already on Facebook and Twitter, other options include creating a dedicated course Facebook group to share content, or setting up a class hashtag (ex. #AU1234) for Twitter to categorize and easily reference all class tweets. (Read further ProfHacker reflections on teaching with social media.)
  • This course was just the beginning of our attempt at TechChange to go beyond what industry leaders like Blackboard and others currently provide to find and implement the most effective technologies and platforms to support dynamic learning. The feedback from the participants was remarkably positive, and the model is something that can easily scale with the right tools and training.
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    The tools we discuss below can be embedded into any open source LMS and down the road we plan to revisit other platforms.
Keith Hamon

6 Free Websites For Public Domain Images & Free Stock Photos - 1 views

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    There are resources that feature royalty free stock photos that are in the public domain.
Keith Hamon

5 Tools To Compare Typefaces & Choose The Right Font For Your Work - 0 views

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    when we attempt to select a font, we do quite a lot of comparing between the different fonts available to us. Here are seven tools which might help you to pick the right font for your work.
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