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Learning 2.0 with Web 2.0
 

Learning 2.0 with Web 2.0

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This is an expanded version of my Engaging Digital Natives Presentation. It is designed to accompany a full-day hand-on lab session and workshop. http://jdorman.wikispaces.com/digitalnatives

This is an expanded version of my Engaging Digital Natives Presentation. It is designed to accompany a full-day hand-on lab session and workshop. http://jdorman.wikispaces.com/digitalnatives

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Learning 2.0 with Web 2.0 Learning 2.0 with Web 2.0 Presentation Transcript

  • Engaging Digital Natives with Web 2.0 Jennifer Dorman http://jdorman.wikispaces.com/digitalnatives
  •  
  • Agenda
    • The Case for Digital Learning
    • The Learning Profile of Digital Natives
      • National Educational Technology Standards
    • The Evolution of Web 2.0
      • Implications of Participatory Culture
      • 21 st Century Literacies
    • Web 2.0 Applications That Support 21 st Century Learning
  • Essential Questions
    • What is education for?
    • What attributes do we value and need in our young people as workers, as learners?
    • Where does learning happen?
    • What role should young people themselves play in shaping their education?
    • How can students harness technology to become lufe-long learners?
    http://snipurl.com/1xi77
  • Powerful Learning Environments
    • Powerful learning environments are usually defined as being environments that seek to develop complex and higher order cognitive skills, deep conceptual understanding and metacognitive skills such as the ability to self-regulate one’s own learning
      • de Corte 1990
  • Learning Career
    • A learning career describes the changes in a student’s dispositions to knowledge and learning across contexts and time.
      • Bloomer 1997
  • Based in Research
    • Such outcomes, which foster the productive use of acquired knowledge and skill and support the transfer of learning, have long been deemed desirable, and recent research has shown how digital technologies can positively affect powerful learning environments
      • de Corte 1994; Bereiter and Scardamalia 2003; Lehtinen 2003; Kremer 2004
    • Education is changing.
    • Competition is changing internationally.
    • The workplace, jobs, and skill demands are changing.
    The Case for Digital Learning
  • Did You Know? http://www.teachertube.com/view_video.php?viewkey=6f2c2eba77f39993d118
  • The Implications
    • These changes, among others, are ushering us toward a world where knowledge, power, and productive capability will be more dispersed than at any time in our history—a world where value creation will be fast, fluid, and persistently disruptive.
    Wikinomics: How Mass Collaboration Changes Everything Don Tapscott & Anthony D. Williams
  • Digital Natives Learning Profile
  • Digital Natives
    • Our students today are all “native speakers” of the digital language of computers, video games, instantaneous communication, and the Internet.
    Digital Natives, Digital Immigrants – Marc Prensky
  • Digital Natives
    • It is now clear that as a result of this ubiquitous information environment and the sheer volume of their interaction with it, today’s students think and process information fundamentally differently from their predecessors.
    Digital Natives, Digital Immigrants – Marc Prensky
  • Digital Natives
    • “Different kinds of experiences lead to different brain structures” - Dr. Bruce D. Berry of Baylor College of Medicine.
      • it is very likely that our students’ brains have physically changed – and are different from ours – as a result of how they grew up
    Digital Natives, Digital Immigrants – Marc Prensky
  • The Challenge
    • Our Digital Immigrant instructors, who speak an outdated language (that of the pre-digital age), are struggling to teach a population that speaks an entirely new language
    • Digital Natives are used to receiving information really fast.
    • They like to parallel process and multi-task.
    • They prefer their graphics before their text rather than the opposite.
    Learning Profile of Digital Natives Digital Natives, Digital Immigrants – Marc Prensky
  • Learning Profile of Digital Natives
    • They prefer random access (like hypertext).
    • They function best when networked.
    • They thrive on instant gratification and frequent rewards.
    • They prefer games to “serious” work.
    Digital Natives, Digital Immigrants – Marc Prensky
  • National Educational Technology Standards "What students should know and be able to do to learn effectively and live productively in an increasingly digital world …" http://snipurl.com/1w89f
  • Creativity and Innovation
    • Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:
      • apply existing knowledge to generate new ideas, products, or processes.
      • create original works as a means of personal or group expression.
      • use models and simulations to explore complex systems and issues.
      • identify trends and forecast possibilities.
  • Communication and Collaboration
    • Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:
      • interact, collaborate, and publish with peers, experts or others employing a variety of digital environments and media.
      • communicate information and ideas effectively to multiple audiences using a variety of media and formats.
      • develop cultural understanding and global awareness by engaging with learners of other cultures.
      • contribute to project teams to produce original works or solve problems.
  • Research and Information Fluency
    • Students apply digital tools to gather, evaluate, and use information. Students:
      • plan strategies to guide inquiry.
      • locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
      • evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
      • process data and report results.
  • Critical Thinking, Problem-Solving & Decision-Making
    • Students use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources. Students:
      • identify and define authentic problems and significant questions for investigation.
      • plan and manage activities to develop a solution or complete a project.
      • collect and analyze data to identify solutions and/or make informed decisions.
      • use multiple processes and diverse perspectives to explore alternative solutions.
  • Digital Citizenship
    • Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:
      • advocate and practice safe, legal, and responsible use of information and technology.
      • exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
      • demonstrate personal responsibility for lifelong learning.
      • exhibit leadership for digital citizenship.
  • Technology Operations and Concepts
    • Students demonstrate a sound understanding of technology concepts, systems and operations. Students:
      • understand and use technology systems.
      • select and use applications effectively and productively.
      • troubleshoot systems and applications.
      • transfer current knowledge to learning of new technologies.
  • Web 2.0
  • Web 1.0  Web 2.0
  • What is Web 2.0?
    • "It's made of people. It's not content."
      • Jeff Jarvis, Buzzmachine
    • "The interconnected web."
      • Andrew Anker, Six Apart
    • "Web 2.0 is the two-way web where content finds you."
      • Ron Rasmussen, KnowNow
    • "People doing things together on the web."
      • Mitchell Baker, Mozilla Foundation
    • "Web 2.0 is about platforms that other people can build on."
      • Rajat Paharia, Bunchball
  • The New WWW
    • Whatever
    • Whenever
    • Wherever
      • Tom March, Web-based educator, author, and instructional designer
  • What is Web 2.0?
    • Web 2.0 is a term often applied to a perceived ongoing transition of the World Wide Web from a collection of static websites to a full-fledged computing platform serving web applications to end users
    • The evolution of social software
      • Tim O’Reilly
  • Social Software
    • The term social software came into use in 2002 and is generally attributed to Clay Shirky.
      • Shirky, a writer and teacher on the social implications of internet technology, defines social software simply as “software that supports group interaction”
  • Social Software and Education
    • Social software and the changing goals in education seem to be moving in the same direction.
  • What does Web 2.0 look like?
    • Creation, Collaboration, Community
      • Blogs
      • Wikis
      • Podcasts
      • Information Aggregating
      • Social Bookmarking and Content Tagging
      • Social Networking
  • Atomic Learning Web 2.0 Tutorial http://movies.atomiclearning.com/k12/web20/
  • Participatory Culture
  • Participatory Culture
    • According to a recent study from the Pew Internet & American Life project (Lenhardt & Madden, 2005), more than one-half of all teens have created media content, and roughly one-third of teens who use the Internet have shared content they produced.
    Confronting the Challenges of Participatory Culture: Media Education for the 21st Century Henry Jenkins
  • Forms of Participatory Culture
    • Affiliations — memberships, formal and informal, in online communities centered around various forms of media
    • Expressions — producing new creative forms, such as digital sampling, skinning and modding, fan videomaking, fan fiction writing, zines, mash-ups
    Confronting the Challenges of Participatory Culture: Media Education for the 21st Century Henry Jenkins
  • Forms of Participatory Culture
    • Collaborative Problem-solving — working together in teams, formal and informal, to complete tasks and develop new knowledge
    • Circulations — Shaping the flow of media
    Confronting the Challenges of Participatory Culture: Media Education for the 21st Century Henry Jenkins
  • Benefits
    • A growing body of scholarship suggests potential benefits of these forms of participatory culture, including:
      • opportunities for peer-to-peer learning,
      • a changed attitude toward intellectual property,
      • the diversification of cultural expression,
      • the development of skills valued in the modern workplace, and a more empowered conception of citizenship.
    Confronting the Challenges of Participatory Culture: Media Education for the 21st Century Henry Jenkins
  • Impact on Learning
    • Participatory culture shifts the focus of literacy from one of individual expression to community involvement.
    • The new literacies almost all involve social skills developed through collaboration and networking.
    • These skills build on the foundation of traditional literacy, research skills, technical skills, and critical analysis skills taught in the classroom.
    Confronting the Challenges of Participatory Culture: Media Education for the 21st Century Henry Jenkins
  • 21 st Century Literacies
  • 21 st Century Literacies
    • Play — the capacity to experiment with one’s surroundings as a form of problem-solving
    • Performance — the ability to adopt alternative identities for the purpose of improvisation and discovery
    • Simulation — the ability to interpret and construct dynamic models of real-world processes
    Confronting the Challenges of Participatory Culture: Media Education for the 21st Century Henry Jenkins
  • 21 st Century Literacies
    • Appropriation — the ability to meaningfully sample and remix media content
    • Multitasking — the ability to scan one’s environment and shift focus as needed to salient details.
    • Distributed Cognition — the ability to interact meaningfully with tools that expand mental capacities
    Confronting the Challenges of Participatory Culture: Media Education for the 21st Century Henry Jenkins
  • 21 st Century Literacies
    • Collective Intelligence — the ability to pool knowledge and compare notes with others toward a common goal
    • Judgment — the ability to evaluate the reliability and credibility of different information sources
    Confronting the Challenges of Participatory Culture: Media Education for the 21st Century Henry Jenkins
  • 21 st Century Literacies
    • Transmedia Navigation — the ability to follow the flow of stories and information across multiple modalities
    • Networking — the ability to search for, synthesize, and disseminate information
    Confronting the Challenges of Participatory Culture: Media Education for the 21st Century Henry Jenkins
  • 21 st Century Literacies
    • Negotiation — the ability to travel across diverse communities, discerning and respecting multiple perspectives, and grasping and following alternative norms
    Confronting the Challenges of Participatory Culture: Media Education for the 21st Century Henry Jenkins
  • Learning 2.0
  • Learning 2.0?
    • Is it possible to draw on the activities emerging through social software to create learning communities which offer young people personalized, collaborative learning experiences such as those that are already emerging in the world outside the school gates ?
    www.futurelab.org.uk/research/opening_education.htm
  • Social Software and Learning
    • Some of the key attributes of social software in relation to education are that it:
      • Delivers communication between groups.
      • Enables communication between many people.
      • Provides gathering and sharing resources.
      • Delivers collaborative collecting and indexing of information.
      • Allows syndication and assists personalization of priorities.
      • Has new tools for knowledge aggregation and creation of new knowledge.
      • Delivers to many platforms as is appropriate to the creator, recipient and context.
    www.futurelab.org.uk/research/opening_education.htm
  • Delivers communication between groups
    • There are implicit mechanisms that allow interest groups to electronically coalesce – to be aware of what each other are doing and to review each others’ actions and to allow those actions to benefit each other member of a community.
    www.futurelab.org.uk/research/opening_education.htm
  • Enables communication between many people
    • If the authors wish, all their work is available to the rest of the digital world.
    • Access is available to expert and novice alike and, in fact, social software provides systems whereby experts and novices can work together.
    www.futurelab.org.uk/research/opening_education.htm
  • Provides gathering and sharing resources
    • It provides a means of gathering and making material available.
    • Simple acts like putting holiday snapshots on a searchable photo site can give others insight into the location, for instance; for other people making available their work in progress can both inform others and prompt critical feedback.
    www.futurelab.org.uk/research/opening_education.htm
  • Delivers collaborative collecting and indexing of information
    • No longer is knowledge limited by historically constructed visions of curricula.
    • There are new ways of organizing and finding knowledge objects that are of interest to you and the groups with whom you share interests.
    www.futurelab.org.uk/research/opening_education.htm
  • Allows syndication and assists personalization of priorities
    • There are mechanisms to be passively active.
    • You can choose what information streams you want to be kept informed about and that information will come to you rather than you having to go and seek it.
    • It will help you both keep abreast with your co-workers’ online activity and those other information streams you actually prioritize.
    www.futurelab.org.uk/research/opening_education.htm
  • Has new tools for knowledge aggregation and creation of new knowledge
    • The massive uptake of MP3 music players is indicative of a move to collecting material from many sources and aggregating it for our personal use.
    • There are also tools that allow that content to be modified and incorporated in new formulations: the concept of a mash-up.
    www.futurelab.org.uk/research/opening_education.htm
  • Delivers to many platforms as is appropriate to the creator, recipient and context
    • Creators and users of social software tools and content know their lives are not constrained to desktops, they use many media: mobile phones; PDAs; MP3 players and games consoles.
    • They increasingly expect that the digital part of their life will integrate with them in the context that they are in.
    www.futurelab.org.uk/research/opening_education.htm
  • Supporting 21 st Century Learning Web 2.0 Applications
  • RSS Feeds and Readers
  • What is RSS?
    • Depending on who you talk to, RSS stands for Rich Site Summary or Real Simple Syndication
  • RSS in Plain English http://www.teachertube.com/view_video.php?viewkey=086faafd8c122981cc82
  • Syndication and Aggregation
    • Bloglines
    • Google Reader (iGoogle widget)
    • Pageflakes
    • Netvibes
    • Grazr
  • Bloglines
  • Bloglines
    • Save Time, Read it Your Way
      • View all your subscriptions by clicking on the My Feeds tab
      • Modify display preferences in feed Options
      • View articles by selecting from the links in your Feeds folder
      • Modify individual subscription options using the Edit feature
      • Choose a Notifier for Bloglines alerts
      • View Bloglines on your mobile device
      • Read Bloglines in your favorite language
    http://www.bloglines.com/
  • Bloglines
    • What interests you?
      • Blogs , News , Podcasts and more
      • Weather forecasts
      • Package tracking
      • View the 200 Most Popular Feeds
      • Track future web articles by creating a search subscription
  • Bloglines
    • Subscribe to it
      • Subscribe with one click from your browser toolbar
      • Subscribe from search results
      • Look for RSS enabled sites with 'Subscribe with Bloglines' or XML/RSS buttons
      • If you don't see an RSS button, use the 'Add' link and enter the URL and Bloglines will find all available feeds for you.
      • Manage mailing list clutter by creating unique email addresses
  • Bloglines
    • Publish, Share & Save
      • Publish your own blog
      • Post a 'Subscribe with Bloglines' button on your blog
      • Share your blogroll
      • Email articles to any address using the 'Email This' feature
      • Save articles with the 'Keep New' or 'Clip/Blog This' features
  • Bloglines
    • My public Bloglines feeds are available at http://www.bloglines.com/public/jdorman
  • Google Reader
  • Google Reader
    • Stay up to date
      • Google Reader constantly checks your favorite news sites and blogs for new content.
    • Share with your friends
      • Use Google Reader's built-in public page to easily share interesting items with your friends and family.
    • Use it anywhere, for free
      • Google Reader is totally free and works in most modern browsers, without any software to install.
    https://www.google.com/reader/view/
  • Sharing Feeds with Google Reader
  • Importing and Exporting
  • Added Functionality
  • Added Functionality
  • Added Functionality
  • Added Functionality
  • Google Reader
    • Take a tour of Google Reader at http://snipurl.com/1w843
    • Create a personalized homepage with iGoogle http://www.google.com/ig
      • Integrates with Google Reader
    • Learn more about Google Resources for Educators at http://jdorman.wikispaces.com/Google
  • Netvibes
  • Netvibes
    • Netvibes is a personalized page – you can now modify everything: move modules, add new RSS/ATOM feeds, change the parameters for each module, etc.
    • Your modifications are saved in real-time and you'll find your page when you get back on Netvibes.com.
    • If you want to be able to access your page from any computer, you can sign in with your email and a password.
    http://www.netvibes.com/
  • Netvibes
    • NetVibes can pull content from:
      • RSS or web feeds
      • Podcasts
      • Calendars
      • Widget and applications modules
    http://www.netvibes.com/
  • Pageflakes http://www.pageflakes.com
  • Pageflakes
    • Pageflakes is your personalized start page on the Internet.
    • Your address book, local weather information, to-do-list, news, blogs and much more – all on one page that you can access from anywhere.
    • You can also use Pageflakes to keep up with your favorite blogs and news feeds.
    • "Flake" is our word for those little modules which you can see on the screen.
    http://www.pageflakes.com
  • Pageflakes in Action
  • Pageflakes in Action
  • Customizing – Content Click on the Flake button in the upper right
  • Customizing – Layout Click on the Flake button in the upper right
  • Customizing – Themes Click on the Flake button in the upper right
  • Pagecasting with Pageflakes
    • “ Pagecasting” means publishing your Pageflakes page for others to see.
    • You can share your Pagecast with the world or with a private group.
    • You can even let others edit and contribute to your Pagecast!
    http://www.pageflakes.com
  • Pagecasting
    • Click on the Flake button in the upper right
    • Select Make Pagecast
    • Designate sharing permissions
  • Pagecasting
    • Broadcast the URL address and invite others to collaborate to maintain dynamic page content
    • Helpful hint:
      • You can shorten your Pagecast URL with the following applications: http://snipurl.com , http://tinyurl.com/ , http://teach42.com/go/
  • Public Pagecast http://snipurl.com/1w80a
  • Sharing Pagecasts
    • Users can:
      • Follow the Pagecast by clicking “Watch this Pagecast”
      • Copy the Pagecast into their account and modify the content for their purposes
      • E-mail the Pagecast to others
  • Grazr
    • Grazr is a free and easy way to gather and organize information from all over the Web.
    • Use our drag and drop editor to collect feeds and links to Web pages, and then share them with others on this site, or place them on your own pages with our free widget.
    http://www.grazr.com/
  • RSS Reading Lists with Grazr
  • Creating Widgets with Grazr
  • Grazr
    • Embedded Grazr feed reader
  • Grazr Widget
    • Reading feeds through embedded Grazr widgets
  • Blogs
  • Blogs in Plain English http://www.teachertube.com/view_video.php?viewkey=367ab9eed5af82966a48
  • Blogs
    • Weblogs are easily updatable personal websites, often used as personal journals.
    • The social aspect of weblogs can be seen in the ability for readers to comment on postings, to post links to other blogs and, through using pingback or trackback functions, to keep track of other blogs referencing their posts.
      • This enables bloggers to know who is referring to and building on what they say in their blogs.
  • Blog Hosting
    • Blogmeister –
      • http://classblogmeister.com/ (school code required)
    • Edublogs –
      • http://edublogs.org/
    • Blogger –
      • https://www.blogger.com/
    • 21 Classes –
      • http://21classes.com/ (free service is limited)
    http://jdorman.wikispaces.com/+Blogs
  • Podcasts
  • Podcasts
    • iPod + Broadcast = Podcast
      • Amateur radio
      • Podcasting is the method of distributing multimedia files over the Internet using RSS syndication formats for playback on mobile devices and personal computers.
  • Podcasts
    • Audacity
    • GCast
    • VoiceThread
  • Audacity – Audio Editing Software
    • http://audacity.sourceforge.net/
  • Publishing Your Podcasts - GCast
  • VoiceThread
    • A VoiceThread is an online media album that allows people to make comments, either audio or text, and share them with anyone they wish.
    • A VoiceThread allows an entire group's story to be told and collected in one place.
    • VoiceThreads can be embedded into blogs, wikis, and other web sites.
    http://voicethread.com/
  • VoiceThread http://voicethread.com/
  • Social Bookmarking and Tagging
  • Social Bookmarking and Tagging
    • Fundamentally, social bookmarking is a web-based application that allows users to store bookmarked links to URLs in a format accessible via the internet rather than searching bookmarks stored on a specific computer.
    • It has taken off since the launch in 2003 of one of the early social bookmarking sites, del.icio.us.
  • Social Bookmarking and Tagging
    • The point at which this bookmarking activity becomes social is when tagging is added to the functionality.
      • This means that when users add a bookmark to their list, they also add a tag (a keyword) to that link.
      • This means that users can search other people’s bookmarks through tags (keywords) defined by users.
  • Social Bookmarking and Tagging
    • The principle here is that searching by keywords assigned by other members of your community means you are searching in a social context.
      • Because you are searching sites tagged by people with whom you may share a perspective rather than simply searching text in a web page, you will achieve more relevant results than relying on search engines.
  • Social Bookmarking in Plain English http://www.teachertube.com/view_video.php?viewkey=3e17aa176019eafac82a
  • Clipping Tools
    • Clipping tools are a compliment to tagging tools.
    • A clipping tool sits on the toolbar of your browser and allows you to either clip the resource you are viewing and add it to your blog and/or add it to your social bookmarks.
    • Whichever way you choose, clipping tools allow you to add annotation to information that you have found and want to keep a reference to, and then to share this information and your added value-tags and annotation with others.
  • Social Bookmarking
    • Diigo
    • Del.icio.us
    • Blinklist
    • Furl
  • Del.icio.us http://del.icio.us/
  • Furl http://www.furl.net/
  • BlinkList http://www.blinklist.com/
  • BlinkList http://www.blinklist.com/static/classroom.php
  • Digg
    • Find an article, video, or podcast online and submit it to Digg.com. Your submission will immediately appear in “Upcoming Stories,” where other members can find it and, if they like it, Digg it.
    • Subscribe to RSS feeds of particular topics, popular/upcoming sections, individual users, and the search terms of your choice
    • Digg. Participate in the collaborative editorial process by Digging the stuff that you like best.
    • Build a friend list; then your friends can track what you’re Digging. They can also subscribe to an RSS feed of your submissions and/or your Diggs.
    http://www.digg.com/
  • Diigo http://www.diigo.com/
  • Diigo Group http://groups.diigo.com/groups/edn
  • Wikis
  • Wikis
    • Wiki software allows people to easily upload content to the internet, with the important addition that it is then editable by other readers.
    • One of the most well-known examples is Wikipedia, an online encyclopedia.
  • Wikis
    • The principle behind the operation of wikis is that the knowledge of the group is greater than that of an individual, and that the group who use it are also the group who create it.
    • In this way, individuals within the group decide when new entries should be created and through collaborative editing of entries an article will emerge that satisfies the needs of the group.
  • Wikis in Plain English http://www.teachertube.com/view_video.php?viewkey=51aeb480ecbd988cd8cc
  • Wikis
    • Wikispaces
      • http://www.wikispaces.com/
      • http://www.wikispaces.com/site/for/teachers100K
    • PB Wiki
      • http://pbwiki.com/
      • http:// pbwiki .com/education.wiki
  • Wikispaces in Education
    • Wikispaces is offering its Plus account to teachers for FREE ($50/year value)
    • The Plus account offers the following:
      • No advertising
      • Enhanced privacy features
      • Increased storage space
    • http://www.wikispaces.com/site/for/teachers100K
  • Synchronous Sharing and Editing Productivity Platforms
  • Synchronously Edited Web Documents
    • Another text-based format that is evolving in Web 2.0 is collaborative synchronous web-based creation tools such as collaborative word processors, spreadsheets, and presentation software.
  • Synchronously Edited Web Documents
    • Productivity Suites
      • Google Docs
      • Zoho
    • Concept and Mind Mapping
      • Gliffy
      • Bubble.us
      • MindMeister
      • Mindomo
  • Google Docs
    • Create, edit and upload quickly Import your existing documents, spreadsheets and presentations, or create new ones from scratch.
    • Access and edit from anywhere All you need is a Web browser. Your documents are stored securely online.
    • Share changes in real time Invite people to your documents and make changes together, at the same time
    • Tour of Google Docs
      • http://www.google.com/google-d-s/intl/en/tour1.html
    http://docs.google.com/
  • Google Docs in Plain English http://www.teachertube.com/view_video.php?viewkey=77c5560d4cd9c3ffb6cd
  • Zoho http://www.zoho.com/
  • Gliffy http://www.gliffy.com/
  • Gliffy
    • Diagramming in your web browser without downloading additional software
    • Desktop application feel in a web-based diagramming solution
    • Add collaborators to your work and watch it grow
    • Link to published Gliffy drawings from your blog or wiki
    • Create many types of diagrams such as Flowcharts, UI wireframes, Floor plans, Network diagrams, UML diagrams, or any other simple drawing or diagram
    http://www.gliffy.com/
  • Bubble.us
    • Bubbl.us is a simple and free web application that lets you brainstorm online.
      • Create colorful mind maps online
      • Share and work with friends
      • Embed your mind map in your blog or website
      • Email and print your mind map
      • Save your mind map as an image
    http://bubbl.us/
  • MindMeister
    • MindMeister brings the concept of mind mapping to the web, using its facilities for real-time collaboration to allow truly global brainstorming sessions
    • Users can create, manage and share mind maps online and access them anytime, from anywhere. In brainstorming mode, fellow MindMeisters from around the world (or just in different rooms) can simultaneously work on the same mind map - and see each other's changes as they happen
    • http://www.mindmeister.com/home/about
    http://www.mindmeister.com/
  • Mindomo
    • A mind map is a diagram used to represent words, ideas, tasks or other items linked to and arranged radially around a central key word or idea. It is used to generate, visualize, structure and classify ideas, and as an aid in study, organization, problem solving, and decision making
    • Mindomo maps allow users to:
      • Manage and retain information more efficiently
      • Communicate information more effectively
      • Enhance thinking and learning
      • Recognize trends, clusters, and other patterns in your information
      • Synthesize separate pieces of information into new knowledge
    http://mindomo.com/
  • Mindomo http://snipurl.com/1xi75
  • Learning and Affinity Networks
  • Affinity and Social Networks
    • Personal networks are shared contacts systems - databases of contacts, and contacts of contacts.
    • These are often geared to plain sociability (e.g. Friendster) or for business contacts (Linkedin).
    • Affinity systems allow people to register their membership of groups – such as old school friends or work colleagues.
    • Profile matching systems require individuals to enter personal details which are either matched against the profiles of others or searchable by others. This is the typical mechanism for dating websites, but this approach can be mapped onto any need to find people of a particular profile.
  • Social Networking in Plain English http://www.teachertube.com/view_video.php?viewkey=b8f6786609d31c8ef129
  • Affinity and Social Networks
    • Ning
    • LinkedIn
  • Ning
    • As part of Ning's free service, you can create a full social network that you can customize and brand as your own
    • Ning just announced Ad-Free K-12 networks
    http://www.ning.com
  • Ning
    • Social Networking
      • invite new members, meet new people, and make new friends
      • enjoy a full message center with address book importing
      • set different privacy settings for every photo, video, and blog post
    • Full Customization
      • Add your own logo, branding, and visual design
    • Features
      • Photo, video, blog sharing
      • Discussion forums
      • Embed widgets
    • Management Dashboard
      • public or private
      • moderate photos and videos before they are posted, as desired
      • delete members, photos, videos, blog posts, chatters, and forum posts, as desired
    http://www.ning.com
  • Ning Network
  • Requesting Ad-Free Status on Ning
    • Create your student network, if you don't already have one
    • Go to http://help. ning .com/?page_id=27
    • Use the subject line: "Ad Removal Request for K-12 Education Site"
    • Put in your network ID at the beginning of the "Describe your issue" box, then just give a one-sentence description of your network usage.
    • Email [email_address] if your network isn't ad-free within 24 hours Join the Ning in Education community to get help, hint, and tips for using Ning in educational settings
    • Consider thanking Ning by placing a Ning in Education badge on your front page by following the link on the right side of that network that says " Get a Ning in Education Badge! "
  • LinkedIn http://www.linkedin.com/
  • For More Information
    • Visit my wiki for additional resources
      • http://jdorman.wikispaces.com/digitalnatives
    • Contact me at [email_address] or 267-893-5743 for follow-up