In the spring of 2008, Professor Jon Beasley-Murray launched his students at the University of British Columbia on a project to improve the inadequate and shallow coverage of Latin American literary studies by the online encylopedia Wikipedia (http://en.wikipedia.org/wiki/Wikipedia%3AWikiProject_Murder_Madness_and_Mayhem). Working in groups, some students were assigned to topics that did not yet have articles while others were tasked with improving existing articles.
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shared by Keith Hamon on 04 Dec 12
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How to Create Excellent Courses with Open Education Resources | online learning insights - 0 views
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Debbie Morrison OER elearning oercommons Open Tapestry
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shared by Keith Hamon on 06 Nov 12
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Digital Portfolios in the Age of the Read/Write Web (EDUCAUSE Review) | EDUCAUSE.edu | ... - 0 views
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Jonan Donaldson eportfolio writing elearning Education 2.0 PLN
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Key Takeaways Education built around digital portfolios not only ties together various student-generated artifacts into a coherent whole but also creates an environment in which technology use has a clearly identified purpose. Hundreds of services provide free hosting and website creation tools and are ideal platforms for digital portfolios because they can support just about any type of digital content. Turning consumers of knowledge into producers of knowledge transforms learning into an active experience.
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How to Use Google Search More Effectively [INFOGRAPHIC] - 0 views
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shared by Keith Hamon on 30 Jan 12
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Technology-Driven Community Building Activities - Home - 0 views
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Jackie Gerstein mobile learning social networking PLN elearning
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This website has been designed to describe mobile learning and technology-based activities that facilitate a sense of community in a variety of educational and training settings. The links in the menu lead to descriptions of the individual activities. They rely mostly on texting, emailing, and photo-taking activities. Free, group sharing internet sites are also used which require access to the Internet via a smartphone or computer. Sites such as Flickr Photo Sharing, Google Docs, and Web 2.0 tools supplement some of the activities.
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studentoffortune.com: Why study? Just steal the course! - Keka - Open Salon - 0 views
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Open for Learning: The CMS and the Open Learning Network | in education - 1 views
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The course management system (CMS) reinforces the status quo and hinders substantial teaching and learning innovation in higher education. It does so by imposing artificial time limits on learner access to course content and other learners, privileging the role of the instructor at the expense of the learner, and limiting the power of the network effect in the learning process. The open learning network (OLN)-a hybrid of 1 the CMS and the personal learning environment (PLE)-is proposed as an alternative learning technology environment with the potential to leverage the affordances of the Web to dramatically improve learning.
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Never Mind the Edupunks; or, The Great Web 2.0 Swindle (EDUCAUSE Review) | EDUCAUSE - 0 views
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shared by Keith Hamon on 03 Aug 10
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Around the Corner-MGuhlin.org: 5 Steps to Digitizing the Writing Workshop #edchat #writing - 3 views
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writing digitalstorytelling edtech Miguel Guhlin PLN Web 2.0
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Expecting students to write in our classrooms for hit-or-miss praise is criminal. Their nimble fingers can text an entire piece of writing via their mobile device to a relevant audience online at the same time they publish to a worldwide network. For them, the pay is in the joy of publication, in the act of making their work known, and of partaking of the work of others.
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Take advantage of over 20 digital tools for students (Sidebar #2 - Digital Tools for Students).
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You can easily transition from notes and highlights kept in Diigo.com social bookmarking tool to a written piece that appropriately cites content. Check Sidebar #3 for Electronic Citation Resources.
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reflect on the teacher's role in the writing workshop, and the technology available to organize the writing workshop.
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Create a Self-Editing checklist that is actually a GoogleForm or the Questionnaire Module in Moodle so you can quickly see class progress in graphs. Students complete this information via a web-based form that allows you to quantitatively track progress in class. Create a bank of online mini-lessons that students can watch and listen to again and again in an archive. Build that in your GoogleSites Wiki or Moodle. Facilitate sharing using recording tools in a discussion forum or Sites wiki. When doing the Group Share during a Writing Workshop, you can either play the students' presentation of the audio (which they recorded when they were ready) or record the feedback students get so that it can be added to the written piece/recording shared. That way, students can come back and reflect on the advice provided by their peers.
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Using a Moodle or wiki, you can create a reference point that can house your mini-lesson content, including audio and/or video recordings.
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VoiceThread.com - Enables teachers to create an enhanced podcast about the MiniLesson content, but also allow students to contribute audio, text, or video content as comments. This enables many to many interactions.
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GoogleDocs Presentation Tool - Enables teachers to create a slideshow that students can participate in chat, as well as contribute slides to.
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As wonderful as a writing workshop teacher may be, s/he cannot offer the feedback that ALL students may need. However, online discussion forums through Moodle, attached to wikis, or with blog postings and comments CAN facilitate student to student interaction independent of the teacher. While many fear these kinds of interactions, in online learning, these interactions make or break an online course...or a face to face one.
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Collaborative word processors can also serve as a way for students in groups to interact with ONE text online.
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Shelly Blake-Pollock, the teacher and author of the TeachPaperless blog (http://teachpaperless.blogspot.com), encourages his students to publish online. Beyond that step, though, he offers feedback on their writing online as well via screencasts, or video recording of his computer screen. Screencasts, or "JingCrits," that he creates are short, less than 5-minute video clips where he highlights student work on screen and offers feedback (View an example - http://bit.ly/bsgVQQ).
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shared by Keith Hamon on 02 Sep 10
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Use Diigo To Help Write Your Next College Essay or Term Paper - 0 views
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diigo research writing bookmarking elearning Web 2.0 PLN
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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.
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The best way to do research is know what your thesis is for a given topic.
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Having a thesis in mind can help you narrow research, even if you change your thesis during the process.
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create a list for your topic. This list will be used to manage all your bookmarks and highlights.
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install the Diigo bookmarklet, or diigolet, in your favorite web browser
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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.
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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.
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4 Great & Inspiring Sites For Creative Writers To Visit - 2 views
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OCW Consortium - TIME Magazine selects MIT OpenCourseWare as one of the 50 Be... - 0 views
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JOLT - Journal of Online Learning and Teaching - 1 views
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The use of web logs (“blogs”) has become a popular addition to many college courses as faculty try to find new ways to integrate this popular technology into the classroom. (Beeson, 2005; Quible, 2005; Ducate, 2005, Glogoff, 2005). By the end of 2004, 32 million Americans said they had read a blog, eight million Americans had created blogs, and almost half were created by people under age 30 (Reine, 2005). In fact, Huffaker (2005) cites several studies that reveal that a significant number of blog authors are younger than 20. Lenhart (2006) notes that by 2006, these numbers had increased to 12 million American adults who keep a blog, and 57 million American adults who say they read them. Thus, students come to the classroom with a facility for maintaining and communicating through blogs. Beeson (2005) argues that it is an approach that is more in keeping with their way of thinking (29). With the increased popularity of blogs, faculty members have been integrating them into their courses to enhance class discussion. Past research has summarized findings from case studies involving the use of blogs in a single course (Glogoff, 2003; Quible, 2005; Ducate, 2005). The authors of this study, conducted at a business university, assigned a similar blogging exercise in three different courses—expository writing, e-commerce, and government--in order to introduce students to the use of blogs in their respective disciplines and to help students prepare for meaningful classroom discussion. This study finds that by completing the required readings and then posting discussion questions and reflections on topics of interest to which their classmates can respond--essentially beginning the conversation prior to the class session--students become more engaged in the course material. This exercise requires students not only to read the required course materials but to engage with them critically in order to move beyond a superficial understanding of the materials. By using the same assignment and assessment tool, the authors found that blogs can be effective in enhancing class discussion in a range of disciplines and in integrating liberal learning into professional programs. Blogging in the Classroom
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Like online threaded discussion groups, blogs are an easy way to engage in dialogue on the web outside the classroom. The availability of several blog providers such as Google’s blogger.com, LiveJournal.com, and WordPress.com make it free and easy to set up, manage, and update blogs frequently and without additional support. By using blogs “students become familiar with blogging, a tool now used by an ever-increasing number of employers to support routine operating functions” (Quible, 2005, p. 76).
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Since blogs are a fairly recent pedagogical tool, new scholarship has emerged that points to its benefits in the classroom. The ability of students and faculty to easily update an online journal promotes blogging as a new form of communication to enhance class discussion and to create a community outside the classroom. Flatley (2005) argues that the technological medium provides a space where students can interact with one another, and it can open up the classroom space "where discussions are continued and where every student gets an equal voice" (p. 77). In addition, blogs can promote collaboration (Flatley, 2005; Williams & Jacobs, 2004; Oravec, 2002).
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In contrast to more traditional forums for online discussion, blogs are open to the world to see. This provides visibility for students to share their ideas with the larger world. Quible (2005) says that blogs are “a natural in business communications courses” (p. 73) because they enable students to share their writing with a larger audience. Glogoff (2003) notes that students “used the [class] blog for a purpose other than from what it was initially intended,” (p. 2162) causing them to create a new blog for a more general audience. Huffaker (2005) argues that bloggers can get feedback on their writing from a wide range of other bloggers, and "they can link to fellow bloggers, creating an interwoven, dynamic organization" (p. 94). In addition, "students can have a personal space to lty member not want student writing made public, blogs can be maintained so that only the students in the are allowed to access it and post to it.
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e-learning 2.0 - how Web technologies are shaping education - 0 views
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In contrast, e-learning 2.0 (as coined by Stephen Downes) takes a 'small pieces, loosely joined' approach that combines the use of discrete but complementary tools and web services - such as blogs, wikis, and other social software - to support the creation of ad-hoc learning communities.
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Brown - 0 views
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As new technologies take us through major transformations in the way we use documents, it becomes increasingly important to look beyond the conduit image. We need to see the way documents have served not simply to write, but also to underwrite social interactions; not simply to communicate, but also to coordinate social practices.
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Printed documents, Anderson maintains, were essential to replacing the ideology of sovereigns and subjects by creating the idea of a self-constructed society built around shared ideals and shared practices.
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Anderson calls the resulting community an "imagined" one. This is no slight. An imagined community is quite distinct from an imaginary community. It is one, Anderson notes, whose members "will never know most of their fellow members, meet them, or even hear of them, yet in the minds of each lives the image of their communion." Where an imaginary community does not exist, an imagined one exists on too large a scale to be known in any other way. And the central way they can be imagined is through the documents they share.
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In this way, document forms both old (like the newspaper) and relatively new (like the television program) have underwritten a sense of community among a disparate and dispersed group of people.
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In offering an alternative to the notion that documents deliver meaning, both arguments instead suggest connection between the creation of communities and the creation of meaning, for communities seem to create meaning for themselves.
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Providing a shared context for constructing meaning, documents are the beginning rather than the end of the process of negotiation.
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Indeed, writing on writing is both literally and metaphorically an important part of the way meaning is negotiated. Annotation is a rich cultural practice which helps, if only by the density of comment attached, to signify the different cultural importance of texts and parts of texts. The thin trickle of original text overflowing a vast dam of commentary, the long introduction, and the separate subject entry in a library catalog offer clear indications that a particular text is socially and culturally valued.
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Hypertext software, however, has revived the immediacy of intertextual links.
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The interpretation of a document always depends on community standards. Nonetheless, documents can and do play important roles in negotiating differences and coordinating practices between communities.
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To fully assess the document's evolving role requires a broad understanding of both old and new documents. For documents are much more than just a powerful means for structuring and navigating information space -- important though that is. They are also a powerful resource for constructing and negotiating social space. It is the latter quite as much as the former that has made the documents of the World Wide Web so popular.
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Connectivism - 2 views
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Early research results aren’t surprising: - Students are heavy users of computers, but not for education. - Teachers make limited use of computers and other technologies in class - Parents are limited computer users - Teacher training is lacking in utilizing computers effectively in classrooms
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At the core of the discussion surrounding the future of education is a concern of how to navigate shifting power and control. What is the role of the student? The teacher? The school? The parents? If learners have the ability to do what educators have done in the past (access information directly), what role should the educator play?
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Perhaps face-to-face time should take on a different model than we currently utilize. We should do what we can with technology outside of classrooms. Then we wouldn’t need to meet in classrooms as often.
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This matches my own experience in F2F classrooms, where more of the classwork shifted outside the room to the Net, forcing me to shift what happened in the room. Mostly we shifted away from mere transfer of information, which is more efficiently done on the Net, and more toward group interaction: discussion, debates, group presentations, etc.
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Most of us in education agree on our needs today: 1. We want good teachers 2. We want good educational content 3. We want to give our learners a bright and hopeful future 4. We want school systems that are relevant to learners and to society 5. We want schools to remedy the social and cultural inequalities that other institutions of society generate
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We need to surface technology’s hidden ideologies and philosophies. If we don’t surface these aspects, we dance blindly to a tune that we refuse to acknowledge, but still shapes our moves.
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The key question for me is whether we need content in order to start learning or whether content is the by-product of an effective learning experience.
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In terms of content, learners should create, teachers should curate.
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Technology is, possibly in a positive sense, a lever for change. The systemic innovation that many desire may not be possible through policy decisions alone.
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Leadership can be somewhat attended to by the contributions of many. When we distribute control, we distribute responsibility
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Today, leaders need co-leaders – people who are active in experimenting and exploring future directions.
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Writing excellent, thorough descriptions of what is happening can be very valuable in coming to understand the nuances of a phenomenon.
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I have not seen any studies that evaluate the effectiveness of the iPod in listening to music. For end-users, it’s not an issue. They use it because it works. Perhaps research in educational technology should have a similar focus: use it because it exists, because it is a part of society, because it is used in other aspects of their lives. By this metric, simply have computers available and using them for learning is success enough.
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AJET 26(3) Drexler (2010) - The networked student model for construction of personal le... - 0 views
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Principles of networked learning, constructivism, and connectivism inform the design of a test case through which secondary students construct personal learning environments for the purpose of independent inquiry. Emerging web applications and open educational resources are integrated to support a Networked Student Model that promotes inquiry-based learning and digital literacy, empowers the learner, and offers flexibility as new technologies emerge. The Networked Student Model and a test case are described in detail along with implications and considerations for additional research.