Blogging for Beginners
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The document discusses how blogs and other web 2.0 tools can be used by educators and students. It provides information on creating blogs using platforms like Blogger, using blogs for activities like journals, debates, and showcasing student work. The document also discusses using other web tools like podcasts, photos, and RSS feeds in educational settings.
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3. The Open University is examining how to better listen to customers, engage with them on digital platforms, and respond to feedback in order to build stronger relationships and empower learners.
Equity@Edinburgh - Social Media for Theatre
This document provides an overview of using social media and the web for professional purposes. It discusses establishing an online identity through branding and tagging, using free platforms like blogs and social networks to get your content online, and ways to engage audiences and get work through community building, media sharing, and search engine optimization. The goal is to help attendees harness the power of online tools for networking, promotion, and collaborating as creative professionals.
Museum Website Best Practices for the 21st Century
From the adoption of content management systems to the explosion of Web 2.0 features, museum websites have undergone enormous growth and change over the past decade. This session features three speakers who have been working in the museum website space during this critical period of rapid growth and change. Presented at the California Association of Museums Annual Conference in San Jose, CA, March 2010.
How to use Twitter, Facebook and Social Media to market your business
This slideshow tells you how to use Twitter, Facebook and Social Media to market your business. It also contains information about blogs and online video
Trainleaders August2010
The document discusses the rise of social media and how it has inverted traditional power structures. It notes that social media allows for a level playing field where small organizations can compete equally with large brands. It also provides tips on how to develop a social media strategy, including using various free tools and automating posts to maximize reach. The conclusion encourages embracing new technologies and using social media to collaborate and support others.
Social Media Training for the Australian Booksellers Association
This document provides an overview and summary of a social media training session for booksellers. It discusses the rise of social media use in Australia and how businesses can develop social media strategies. The training covers background on social media trends, popular platforms like Facebook, Twitter, blogs and video, potential risks, and principles for successful social media engagement including objectives, content, and monitoring. Attendees are encouraged to start engaging with social media by setting up profiles, posting content, and connecting with industry contacts and groups.
Social Media Staff Training
This document provides an overview of social media and how it can benefit an organization like ICPSR. It discusses how social media can help an organization be found more easily and build credibility through engaging conversations. It also suggests that using social media can enhance individuals' professional credibility and be an enjoyable experience. The document then covers specific social media platforms like blogs, Facebook, Twitter, YouTube and Flickr and how ICPSR currently uses and could further use these platforms to engage with customers, announce events, and build their brand. It encourages attendees to participate in social media by following blogs and commenting in order to start gaining experience.
Social Media Web Marketing Nov 2009 Wk1
This five day workshop looks at the phenomenon called Web 2.0 as a "Super User" not a developer, visiting integrated web services, social technologies and resources applying them directly to business. We explore free online business tools, the usefulness of Social Networking, subscriber multi media platforms and collaborative wikis with business in mind.
Practical sessions will enable students to embed badges and widgets to their own web sites and gain a perspective of the dynamic content possible when commissioning a bespoke site from a web design company.
The course also looks at business attitudes to IT, particularly Fun vs. Work, security, personal identity, behaviour and etiquette taking a look at the debate around Internet morality and ethics in a world of faceless communication mediums.
This course introduces the concepts of extracting, embedding, aggregating and linking to and from social media platforms sharing content for business benefit encouraging promotion of a band across multiple user environments in the context of the Internet and the World Wide Web. The course provides students with an understanding of how Web 2.0, social media and online world has evolved and which technologies currently contribute to creating successful businesses online interaction specifically for them.
Day One
• Defining Social Media, Social Web and Web 2.0 for business use
• The modern day browser wars
• Integrated web services
• Services provided by Yahoo, Google and OpenID
• 7 Roads – 3*3 Concepts – 5 Steps
• An overview of social media integration
• Digital identity and your Internet footprint
• Brand consistency online
• Networking & E-networking
Social Media Web Marketing
The document provides an overview of a course on social media web marketing. It discusses key topics that will be covered in the course like defining social media and web 2.0, integrating social networks into business, and measuring the return on engagement from social media activities. It also outlines the course structure, prerequisites, and setup requirements.
Blogs And Social Networking Strategies In Today’S Market
The document provides an introduction to blogging and social networking for real estate agents. It defines blogging and its benefits for real estate marketing. Several free blogging platforms like WordPress, Blog.com, and Blogger are recommended. Many ideas for blog post topics in real estate are listed. Social networking sites like Facebook, LinkedIn, and Twitter are also introduced as ways for real estate agents to connect with clients and prospects. Bookmarking sites to find article ideas for blogging are additionally recommended.
Best Practices for Beginning Blogging
This presentations a beginner's view on blogging - why to do it, and a step by step view of how to jump right in.
Soc med updtd
This document discusses various social media platforms and provides tips for using social media. It introduces common social media sites like Facebook, LinkedIn, Twitter, YouTube and Flickr. It advises the reader to consider their goals, target audience, administrator and update frequency when deciding which social media sites to use. The document also provides tips for using social media like posting often, engaging with others, and having fun. It recommends experimenting before going live and offers help from the Data/Web Coordinator to determine the best social media options.
Blogging and Social Networking - Greater New Haven Association of Realtors
This document provides tips and strategies for becoming "slightly famous" through blogging and social media. It emphasizes becoming an expert in your niche by publishing great content regularly through blogging, social networks like Facebook and Twitter, and other platforms. It discusses how to use tools like Facebook pages, location-based apps like Foursquare, and image/video editors to engage your audience and build your online presence and reputation. The goal is to become a trusted resource and mini-celebrity within your target market.
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Intro to Blogging - Florida Realtors Conference 2010
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More from Glenn Wiebe
TEEN Online Best Practices 2017
This document provides resources and strategies for online learning. It discusses characteristics of effective online learning environments, including student choice, collaboration, and immediate feedback. Topics addressed include authentic problems, relevancy, mobile usability, feedback loops, microlearning, and essential elements. Assessment strategies, engaging students, and using technology to enhance lessons are also covered.
Wichita Secondary Social Studies / Literacy Strategies March 2016
This document presents strategies for integrating historical thinking skills into social studies education. It discusses characteristics of effective learning environments that require students to solve problems, make choices, become experts, and receive ongoing feedback through collaborative and failure-tolerant means. Reading, writing, communicating, and standards/assessments have changed. Strategies include using frameworks like C4 to collect, collaborate, create and communicate; tools like Google Maps and Street View; and having students ask compelling questions and make evidence-based claims.
Thinking Historically & Literacy Integration Strategies in the Secondary Clas...
This document provides an overview of strategies for teaching historical thinking skills in secondary classrooms using the C4 Framework. The C4 Framework involves having students Collect, Collaborate, Create, and Communicate as they develop historical thinking abilities like sourcing documents, contextualization, corroboration, and close reading. Examples are provided of how to design lessons, activities, and assessments to engage students in developing these skills through collecting and analyzing various historical sources and perspectives.
MCSS16: Under-Appreciated Google Tools
This document highlights several underappreciated Google tools that can be used for easy, engaging, and effective social studies instruction, including Google Public Data, Google Cardboard, Google Street View, Google My Maps, Google Newspapers, and Google Keep. It encourages developing student questions and inquiries, applying disciplinary concepts and tools, evaluating sources and using evidence, and communicating conclusions.
Missouri Council for the Social Studies: Under Appreciated Google Tools
The document discusses various Google tools that can be used for easy, engaging, and effective teaching including Google Public Data, Google Cardboard, Google My Maps, Google Newspapers, Google Cultural Institute, and Google Keep. It provides examples of how these tools could be used for activities like exploring reasons for westward expansion in the 1850s and current migration patterns from the Middle East to Europe and the US.
Flipboard & Pocket: Communicate and Collaborate Without the Paper & Pencil
This document discusses using digital tools like Flipboard and Pocket for content management and collaboration without paper. It notes that while many people are enthusiastic, they often lose energy by age 7. The document asks the reader to rate their comfort level with web tools on a scale of 0 to 10 and to explain their rating. It discusses finding, organizing, and sharing resources as well as using tools to customize learning, collaborate, and communicate using a variety of media.
Under Appreciated Google Tools - January 2016
This document discusses underappreciated Google tools that can be used for easy, engaging, and effective standards and assessments in social studies. It highlights tools like Google Cardboard, Public Data, Newspapers, Cultural Institute, Keep, Docs, Collections, Search, My Maps that can be used for reading, writing, communicating, and research. The document advocates using these tools to find collaborators and rethink how social studies content is taught and assessed.
Thinking historically: Integration strategies for the social studies
This document provides strategies for integrating historical thinking skills into teaching history. It discusses how standards and assessments have changed and emphasizes reading, writing, communicating, and using evidence to make arguments as important historical practices. It also introduces the C4 framework of collecting, collaborating, creating, and communicating for historical inquiry. Key elements of the framework include asking questions, evaluating sources and evidence, and considering multiple perspectives to develop historical understandings.
Technology, Literacy, and the Inquiry Arc
This document discusses using technology and literacy skills to teach history through inquiry. It promotes using an "Inquiry Arc" approach that involves developing questions, applying concepts and tools, evaluating sources and evidence, and communicating conclusions. It provides examples of literacy skills like reading, writing, and communicating. It also presents tools for historical inquiry like online databases and collaboration platforms. The focus is on teaching students to think like historians by sourcing documents, understanding context, cross-referencing information, and closely reading texts.
5 Under-Appreciated Google Tools for Social Studies
The document discusses underappreciated Google tools that can be used for easy, engaging, and effective teaching and learning. It lists tools like Google Public Data, Google Cardboard, Google Newspapers, Google Cultural Institute, Google Collections, Google My Maps, and Google Keep. The document suggests considering how these tools might be used in the classroom to enhance learning.
Historical Thinking: Strategies for Integration
This document provides an overview of strategies for teaching historical thinking skills using the C4 Framework, which involves having students collect, collaborate, create, and communicate. It discusses sourcing, contextualization, corroboration, and close reading skills. Examples are given of how to apply these skills, such as analyzing images, documents, and viewpoints. Teachers are encouraged to have students collaborate, find evidence, and create solutions to historical problems. The final stage of the framework involves communicating solutions through various presentation tools and sharing work.
Creating Globally Competent Kids
This document discusses developing globally competent K-12 students using resources from the Library of Congress. It defines the knowledge and skills needed for global competence as comprehending global events and interacting respectfully with diverse people. Standards have changed to reflect 21st century skills. The document provides strategies for teaching global competence, including having students investigate the world, recognize perspectives, communicate ideas, and take action. It provides examples of learning activities and resources from the Library of Congress and other organizations to support globally competent teaching and learning.
C4 Framework & Historical Thinking October 2015
The document provides information on teaching historical thinking skills to students. It discusses using primary sources, sourcing documents, contextualization, corroboration, and close reading. Specific questioning strategies are provided to help students develop these historical thinking skills, such as having them identify an author's perspective, how the context influences the content, comparing documents, and analyzing claims and evidence. The document emphasizes the importance of teaching students how to critically analyze sources and addresses how to develop their historical reading and reasoning abilities.
Having Fun is a Good Thing: Using Play as a Learning Engine
This document discusses using games as a learning tool in the classroom. It notes that games have gotten more complex as the brain demands more complex problems to solve. Characteristics of effective learning environments according to brain research include students making choices, becoming experts, solving problems, getting immediate feedback, collaborative learning, and viewing failure as a good thing. These characteristics align with those of popular games. The document suggests finding games that align with standards, modifying them as needed, using them in the classroom, and evaluating the results. It provides several resources for finding educational games and learning more about using games in the classroom.
Technology and Social Studies
Rex, an old dog, was trying to remain focused while performing a new trick in front of a hushed crowd. However, he couldn't stop thinking that as an old dog, this new trick would be difficult for him due to his age.
Digging Deeper into Primary Sources
This document provides an overview of using primary sources to teach history. It discusses how primary sources can support historical thinking and help rewire students' brains. The document presents the C4 Framework for analyzing primary sources, which involves collecting evidence, collaborating, creating interpretations, and communicating findings. Examples of primary source analysis activities are described, such as using graphic organizers to extract evidence and writing dialogue between historical figures. Online resources for finding primary sources and tools for collaboration are also listed. The overall message is that working directly with primary sources engages students in the practices of historians and enhances their understanding of the past.
METC Secondary Tech Tools & Literacy Skills
This document discusses tools for integrating social studies and literacy standards using technology. It provides examples of tools like Padlet for collaborative document analysis, Thinglink for web-based historical thinking, and Canva for web-based storytelling. These tools allow students to analyze and evaluate evidence from multiple sources, support claims with evidence, and design presentations to deliver arguments on topics. The document also includes questions teachers could ask students to integrate skills like gathering evidence and making arguments about compelling topics.
Shawnee Hts
The document discusses events that occurred on April 19, 1775 in Lexington, Massachusetts between British soldiers and American militiamen. 34 Lexington men provided sworn testimony that around 5 AM, as they gathered on Lexington Green in response to the drum, British troops approached and without provocation opened fire on the militia, instantly killing and wounding several men before they continued firing as the militia escaped. A British army lieutenant's diary entry recounts arriving in Lexington around 5 AM and seeing 200-300 armed men gathered, where without orders British men rushed in and fired upon them after 1-2 shots were fired, killing several and chasing the rest into the woods, before continuing their march to Concord.
Game-Based Learning in Social Studies
The document discusses gamifying social studies education by incorporating elements of video games into classroom learning. It notes that video games effectively engage the brain in ways that traditional classrooms do not, as games require choice-making, problem-solving, feedback, collaboration and allow for iterative learning from failure. The document advocates modifying games or gaming principles to resemble educational content and realities. Examples are provided of serious educational games that could be used for social studies topics like history and civics. Overall it promotes using games to help rewire student brains for more effective learning.
Three Tasty Tech Tools for Integrating the NCSS Inquiry Arc
This document discusses three tech tools - Padlet, Storehouse, and Canva - for integrating the inquiry arc model into social studies lessons. The inquiry arc includes collecting information, collaborating with others, communicating conclusions, and creating end products. Padlet allows collaborative document analysis. Storehouse and Canva enable digital storytelling on iOS devices and via the web. The C4 Framework of collecting, collaborating, communicating and creating is presented as a way to structure inquiry-based lessons using these tools.
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Blogging for Beginners
- 1. Act Like the Natives Glenn Wiebe ESSDACK [email_address] © 2007
- 8. Yeah. So?
- 11. Big ideas for the day
- 13. Blogs can help us act like natives
- 14. It’s not a silver bullet, it’s a hammer
- 16. Where are the iKids?
- 30. A combination of the words “web log” Frequent updates
- 31. Offline & online events Interactive
- 32. Constantly evolving Confessional to commentary
- 33. Post Date Stamp Masthead
- 34. Internal links Comments External links
- 35. Wait! There’s more! photos graphic links
- 37. documents
- 39. blogger.com
- 43. Decide on the look
- 44. It’s that simple! Create your first post by clicking the orange arrow
- 46. Add some photos Add some links Mess with your fonts / colors
- 50. Done poorly?
- 54. Whadda ya got?
- 65. Things to think about?
- 73. Two parts to RSS An XML “news feed” from the Weblog A “news reader” to translate and display the feeds