Diigo – Your Outboard Brain

Diigo: Your Outboard Brain
www.diigo.com

Outboard Brain?
“It is not a metaphorical stretch to argue thatcomputers, networks, and our methods of accessing information online have become“outboard” brains—at least the part of the brain that catalogs and stores information.”
Nov. 2008 – Institute For The Future
*References listed on the last slide.

”The fragmentation of information has resulted in an emphasis on individuals creating personal frameworks of coherence...”
Handbook of Emerging Technologies for Learning
Siemens, Tittenberger. 2009
Fragmentation
Self-directed discovery

“Knowing what to pay attention to is a cognitive skill. Knowing where to direct your attention involves a third element, together with your own attentional discipline and use of online power tools - other people.” - Howard Rheingold
Read more:
http://www.sfgate.com/cgi-bin/blogs/rheingold/category?cat=2538

Keynote yesterday:
New Universe has the user at the center:
BELONG
CREATE
UNDERSTAND
Explosion of innovation, experimentation, disruption
Traditional assignments might not work. Need to emphasize process…

Sandbox and scaffold space
create their own “libraries” (personal learning networks)
train information to find them (Groups)
use their contacts, friends, connections to expand their spheres of knowledge
use Diigo community to judge credibility of information
share and collaborate to solve problems (crowd sourcing)
reflect on and track their own learning
interact with tools that expand their mental capacities
learn to share as much they consume (feed forward)

What is Diigo?
PLN?
Connection machine?
Bookmarking tool on steroids
Social bookmarking
Forum for discussing content
Distributed knowledge base
Social network
Image capture library
Personal library
Cell phone photo library
Cache for pages found behind passwords
A tag cloud for your brain
Backup for your memory
Annotation tool
Personal notes repository

Diigo Basics

Diigo Structure
= social networking

My Library
Future plans: docs, audio, bibliography

Saved image
Saved note

Screen clips
Screen clips

The Diigo Toolbar
Collect flash
Set one-click settings
Remove bookmark
One-click bookmark
Highlight text
sidebar
Search your library & Google
Opens your library
Full-featured bookmark

Process Bookmarks/Images/Screen Captures
Highlight (multiple colors)
Sticky notes
/Discussions
Add Summary
Search
.a
Cache page
Tag
Create Lists
Process AnnotateOrganize
Mark “Read Later”, “Private”
Edit screen clips with text and drawings
Share

Share: Social Networking

Share Everywhere

Within Groups you can have Forums: Topics

Send select bookmarks through email
Processing, Reviewing, Sharing
Full-text search of cached pages
Tag Cloud/search by tags
Generate Report
Quick Access Filter
(add to folder on toolbar)
.
Review Lists & Highlights
Publish to DiigoEasyBlog or your blog
REVIEW
My Library
BlogRoll
(insert code elsewhere on the web)
Or RSS of all your links
Export Lists to Webslide show

Educator’s Account
Teacher Console
Wait for approval
xx
Apply
www.diigo.com/education
Have students practice
Set Up Group

Diigo: Teacher Console
Use Diigo to invite students to join the group; follow up with emails as necessary
Refer students to online videos on social bookmarking, to make sure that students understand what social bookmarking involves.
Seed the group with some example texts, including comments and annotations, so that students understand your expectations.
Ask students to practice, to find out what issues they might have.
Give feedback on early attempts, to reassure students they are on the right tracks.

Students of the same class are automatically set up as a Diigo group and given all the functionality of a group.
Student privacy settings are pre-set so that only teachers and classmates can communicate with them.
Ads limited to education-related sponsors and private groups not available to search engines.
Important Details

Classmates in the same class are automatically added as friends with one another to facilitate communication, but students cannot add anyone else as friends except through email.
Students can only communicate with their friends and teachers. No one except their friends can send message, group invite, or write on their profile wall.
Student profiles will not be indexed for People Search, nor made available to public search engines.
Privacy

Diigo: Affordances
Affordances can be described as
the possibilities they offer
to people that might use them.

Diigo opportunities for students:
Contained space to allow students to practice being at the center of their information universe.
A sandbox for self-directed learning.
Practice collaborating with a team.
Practice group discovery.
Crowd source authority.
Tame web fragmentation.

Stephen Downes & George Siemens

Will Richardson- Using PLE’s Successfullyhttps://docs.google.com/present/view?id=ah8n38hnwpnq_781fmhhkm64
Develop proficiency with the tools of technology
Build relationships with others to pose and solve problems collaboratively and cross-culturally
Design and share information for global communities to meet a variety of purposes
Manage, analyze and synthesize multiple streams of simultaneous information
Create, critique, analyze, and evaluate multi-media texts
Attend to the ethical responsibilities required by these complex environments

Speak Up: Project Tomorrow
Julie Evans, CEO
See Elluminate recording below from 10/4/10
http://www.learncentral.org/event/106358

Design curriculum to optimize the value of building a network, building connections
Learn by creating and connecting
Practice pattern recognition & meaning making
Learn to filter
Discover and uncover collective intelligence
Networks are the language of our times but our institutions are not yet built to understand them
Diigo: a program for the new era of education

Diigo Educator Pricing

www.diigo.com/help/
Pang, Alex. Knowledge Tools of the Future. Institute for the Future, 2008. Accessed 10/12/10: http://www.iftf.org/node/2404
Siemens, G., & Tittenberger, P. (2009). Handbook of emerging technologies for learning. Winnipeg, MB: University of Manitoba.
Davidson, C. N., & Goldberg, D. T. (2010). The future of thinking: Learning institutions in a digital age. Cambridge, Mass: MIT Press.
Siemens, G. (2004). Connectivism: A Learning Theory for the Digital Age. Accessed 10/19/10: http://www.elearnspace.org/Articles/connectivism.htm
References

Bonus Content

In sidebar: you can see who else bookmarked any site

The Big Picture
THE RISE OF INFORMAL LEARNING
THE RISE OF SELF-DIRECTED LEARNING
KNOWLEDGE DISTRIBUTED ACROSS INDIVIDUALS AND OBJECTS

Individual Discovery/Annotation/Organization
Helps tame information overload
Organizes and annotates web information
Personal Learning Network & network discovery
Collaborative Work
Collaborative knowledge making
Connectivity and interactivity
Practice with interactive reading & writing
Authority/Credibility
Aids in determining authority & credibility

Serendipity
Public Diigo sticky note conversations
Our tools amplify our intelligence
Connectivism (new learning theory)
Diigo helps learner document their network discovery and record “connections” both people and resources
Next phase of technology in education
Moving from: integrating technology into the curriculum
Moving to: integrating curriculum with technology

Gartner, Inc.
Curriculum
Integrated
By
Technology
Integrating
Technology
in to the Curriculum
“Brings together fragmented resources to address multidisciplinary studies.”
“…curriculum integration represents the transformation of education through the establishment of an alternative form of curriculum that has resulted from the integrated nature of the connected environment.”
--Gartner, Inc.

We need, first, to take charge of our own learning, and next, help others take charge of their own learning. We need to move beyond the idea that an education is something that is provided for us, and toward the idea that an education is something that we create for ourselves. It is time, in other words, that we change out attitude toward learning and the educational system in general.
That is not to advocate throwing learners off the bus to fend for themselves. It is hard to be self-reliant, to take charge of one's own learning, and people shouldn't have to do it alone. It is instead to articulate a way we as a society approach education and learning, beginning with an attitude, though the development of supports and a system, through to the techniques and technologies that support that.
- Stephen Downes, October 18, 2010
http://www.huffingtonpost.com/stephen-downes/a-world-to-change_b_762738.html

http://www.usdla.org/html/journal/FEB02_Issue/article01.html

PROPOSAL – Duke University – Comments Welcome
MASTERS in Knowledge and Networks
“We believe that knowledge in the Information Age is not a one-way transmission from expert to learner but is constantly interactive and never stops. We believe that knowledge in the classroom must extend beyond those walls and must bring the knowledge in communities back into the academy as well. We believe that deep knowledge of historical processes, in-depth understanding of context and culture, and sustained critical thinking need to be combined with real-world project management, collaboration, and sophisticated technology and social media skills in order to prepare students for the challenges of a changing world and a twenty-first century workplace.”
http://hastacblogs.org/duke/makn/ma-in-knowledge-and-networks/
DRAFT posted on CommentPress

Media theorist and practitioner Howard Rheingold has talked about four “Twenty-first Century Literacies”
— attention
— participation
— collaboration
— network awareness

http://www2.ed.gov/about/offices/list/os/technology/netp.pdf

Diigo – Your Outboard Brain

by Kathleen Johnson on Oct 26, 2010

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Diigo – Your Outboard Brain — Presentation Transcript