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Diigo – Your Outboard Brain



Technologies such as Diigo make it possible to amass a personal library of any size. Having access to the information you need amplifies your memory giving you an outboard brain. The social aspects of ...

Technologies such as Diigo make it possible to amass a personal library of any size. Having access to the information you need amplifies your memory giving you an outboard brain. The social aspects of Diigo makes it possible to share content amongst like-minded collectors of information.



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  • Diigo: amplifies our learning, serves as a storage repository of information
  • Linear; static; orderly
  • Along came 4 letters that turned our world upside down; a little protocol;
  • finer granularity; fragmentation BUT we tend to forget this -- as individuals we gained the ability to navigate our own paths through knowledge
  • TRADE OFF: The learner has been empowered but still struggles with complexity and chaos and info overload.
  • Infotention, great CMAP
  • Keynote: new Universe has the user at the center BELONG CREATE UNDERSTAND
  • Responsive to
  • robus
  • General more robust than delicious ( but you can push to Delicious as well… )
  • TIP: when saving flash look for very tiny tiny slice of text that will say “Collect”
  • Easy blog - What is an EasyBlog?Diigo'sEasyBlog feature allows users to have a simple personal blog with minimal effort. Based on Diigo's flexible internal messaging system, selected readings with your annotations and conversations with friends can be turned into blog posts with just one-click. This is a great way to share the best of the best you have found on the web.

Diigo – Your Outboard Brain Diigo – Your Outboard Brain Presentation Transcript

  • Diigo: Your Outboard Brain
  • 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.
  • http
  • ”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
    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:
  • Keynote yesterday:
    New Universe has the user at the center:
    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)
  • 5.0
  • What is Diigo?
    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
    Search your library & Google
    Opens your library
    Full-featured bookmark
  • Process Bookmarks/Images/Screen Captures
    Highlight (multiple colors)
    Sticky notes
    Add Summary
    Cache page
    Create Lists
    Process AnnotateOrganize
    Mark “Read Later”, “Private”
    Edit screen clips with text and drawings
  • 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
    My Library
    (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
    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.
  • 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
  • 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
  • Bonus Content
  • In sidebar: you can see who else bookmarked any site
  • The Big Picture
  • 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
    • 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
    • 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.usdla.org/html/journal/FEB02_Issue/article01.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.”
    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