Diigo – Your Outboard Brain


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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's EasyBlog 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

    1. 1. www.diigo.com
    2. 2. “It is not a metaphorical stretch to argue that computers, 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.
    3. 3. http
    4. 4. ”The fragmentation of information has resulted in an emphasis on individuals creating personal frameworks of coherence...” Fragmentation Self-directed discovery Handbook of Emerging Technologies for Learning Siemens, Tittenberger. 2009
    5. 5. “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
    6. 6. 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…
    7. 7. 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)
    8. 8. 5.0
    9. 9. 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
    10. 10. Register Install App /Toolbar Browsers iPad / iPhone Optional: push to Delicious Android Phone Free, Basic or Premium
    11. 11. My Library My Lists My Groups My Network Hot Bookmarks •Images •Bookmarks •Notes •Custom Lists of Content •Join a Group •Create a Group •People I Follow •People Who Follow Me •Popular bookmarks by all Diigo users = social networking
    12. 12. Images • Web images • Screenshots • Android Phone Photos • Collect flash video Bookmarks • Web pages • PDFs Notes • Text you type or copy /paste Future plans: docs, audio, bibliography
    13. 13. Saved image Saved note
    14. 14. Screen clips Screen clips
    15. 15. The Diigo Toolbar sidebar Opens your library Search your library & Google One-click bookmark Full-featured bookmark Highlight text •Collect flash •Set one-click settings •Remove bookmark
    16. 16. .a Process Annotate Organize Mark “Read Later”, “Private” Cache page Add Summary Highlight (multiple colors) Sticky notes /Discussions Tag Edit screen clips with text and drawings Share Search Create Lists
    17. 17. My Network • Friends I follow • Friends who follow me My Groups • Join a group • Create your own group Diigo Community • Hot Bookmarks • Serendipitous sticky notes
    18. 18. Within Groups you can have Forums: Topics
    19. 19. . REVIEW My Library BlogRoll (insert code elsewhere on the web) Or RSS of all your links Quick Access Filter (add to folder on toolbar) Tag Cloud/search by tags Generate Report Full-text search of cached pages Review Lists & Highlights Export Lists to Webslide show Publish to Diigo EasyBlog or your blog Send select bookmarks through email
    20. 20. Apply www.diigo.com/education Wait for approval Teacher Console xx Have students practice Set Up Group
    21. 21. 1. Use Diigo to invite students to join the group; follow up with emails as necessary 2. Refer students to online videos on social bookmarking, to make sure that students understand what social bookmarking involves. 3. Seed the group with some example texts, including comments and annotations, so that students understand your expectations. 4. Ask students to practice, to find out what issues they might have. 5. Give feedback on early attempts, to reassure students they are on the right tracks.
    22. 22.  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.
    23. 23.  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.
    24. 24. Affordances can be described as the possibilities they offer to people that might use them.
    25. 25. 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.
    26. 26.  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
    27. 27. http://www.learncentral.org/event/106358 Julie Evans, CEO See Elluminate recording below from 10/4/10
    28. 28.  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
    29. 29. Diigo Educator Pricing
    30. 30.  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
    31. 31. Bonus Content
    32. 32. In sidebar: you can see who else bookmarked any site
    34. 34. 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
    35. 35. 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
    36. 36. “…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. • Integrating Technology • in to the Curriculum • Curriculum • Integrated • By • Technology “Brings together fragmented resources to address multidisciplinary studies.”
    37. 37. 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
    38. 38. http://www.usdla.org/html/journal/FEB02_Issue/article01.html
    39. 39. http://www.usdla.org/html/journal/FEB02_Issue/article01.html
    40. 40. 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
    41. 41. Media theorist and practitioner Howard Rheingold has talked about four “Twenty-first Century Literacies” — attention — participation — collaboration — network awareness
    42. 42. http://www2.ed.gov/about/offices/list/os/technology/netp.pdf