Delicious2 Fall2008
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Delicious is a social bookmarking tool that allows users to organize bookmarks with tags, access bookmarks from any device, and share resources with others. The document discusses how the presenter used Delicious in an online course to have students collaboratively bookmark and share resources using a common tag. Over time, most students adopted Delicious for personal use beyond just the course assignments. The presenter's tag cloud revealed personalities of some students based on their unique tags.
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This document discusses how teachers can integrate technology into the classroom to better prepare students for the future. It provides examples of several technologies, including webquests, podcasts, blogs, and email. Webquests allow students to explore teacher-selected websites and create a product reflecting their learning. Podcasts provide audio and video content on various topics that can enhance learning. Blogs are places for students to post thoughts about class topics. While email can be used for pen pals, teachers must check district policies regarding student email use. Overall, the document argues that incorporating these technologies can engage students and support inquiry-based learning that prepares them for life after school.
Nice ppt of techonology1
This document discusses how teachers can integrate technology into the classroom to better prepare students for the future. It provides examples of several technologies, including webquests, podcasts, blogs, and email. Webquests allow students to explore teacher-selected websites and create a product reflecting their learning. Podcasts provide audio and video content on various topics that can enhance learning. Blogs are places for students to post thoughts about class topics. While email can be used for pen pals, teachers must check district policies regarding student email use. Overall, the document argues that incorporating these technologies can engage students and support inquiry-based learning that prepares them for life after school.
2010 opening teacher preso
The document discusses ways to engage today's students through technology integration in the classroom. It provides examples of how teachers can use tools like blogs, wikis, Google Docs, screencasts, and online discussions to involve students in learning and make the classroom experience more interactive. It also addresses challenges of change and the need to prepare students with digital skills for their future.
Fall 2009 LTT Portfolio Presentation
This document summarizes Rose's e-portfolio presentation on her learning through the LTT program. It includes 3 key learning statements: 1) Learning about collaborative technology tools to support constructivist learning; 2) Needing to be organized when using digital technology; 3) Exploring how technology can serve student learning needs and teaching goals. Evidence provided includes using Google Docs, a SharePoint site, and video/audio casts. Analysis of student and parent surveys showed the websites improved communication and engagement. Rose's learning showed growth in using and integrating technology into her teaching practice and engaging in critical reflection to develop her skills.
MAS Presentation: Using Digital Tools to Engage Learners
This document discusses using digital tools like cell phones and social media to engage students. It provides tips for using tools like Twitter, Google Docs, Google Voice, and photos/videos to connect with students and encourage collaboration. Examples are given of how these tools can be used for assignments, presentations, organizing work, and administrative tasks. Educators are encouraged to think about how the prevalence of cell phones and smart devices can impact teaching and learning.
Edu614 session 1 sf14 summer
This document provides an overview and agenda for the first session of the course EDU614 - Integrating Technology for All Students. The instructor, Kathy Favazza, introduces herself and her background. She then outlines the agenda which includes introducing herself further, reviewing the syllabus and course objectives, presenting on the importance of technology through Prezi, introducing the class Ning site, having students log in and introduce themselves, and reviewing Gordon login and email. The document provides details on class protocols and expectations for participation, assignments including blog posts and projects, textbooks, and introduces some tools that will be used like Twitter, Diigo and Google accounts.
Edu614 session 1 ws13 spring
The document provides an agenda for Session 1 of the course EDU614 - Integrating Technology for All Students. It includes introductions, a presentation on why technology is important, an overview of the syllabus and course, instructions on logging into the class website and email, a technology skills assessment, and an introduction to social media/bookmarking tools like Twitter and Diigo. Time permitting, the document explains how to use these tools.
Edu614 session 1 ws13 spring
The document provides an agenda for Session 1 of the course EDU614 - Integrating Technology for All Students. It includes introductions, a presentation on why technology is important, an overview of the syllabus and course, instructions on logging into the class website and email, a technology skills assessment, and an introduction to social media/bookmarking tools like Twitter and Diigo. Time permitting, the document explains how to use these tools.
Etc! ten things_speakup_j_evans_022716
Get ready to be surprised in this fast paced, top 10 focused session! Based upon the latest Speak Up Project findings from over 415,000 K-12 students, including 34,000 students from California, you will learn how students really want to use mobile devices, social media and digital content to enhance learning - key data you need to inform budgets, programs, policies and instruction.
Teaching hacks
The document discusses various "teaching hacks" which are tricks using technology to improve teaching in clever ways that balance pedagogy and technology. It provides over a dozen specific hacks such as using quizzes for attendance tracking, embedding content like presentations, creating student showcases, and using tools like forums and spreadsheets to track grades and provide alerts. The author encourages sharing additional teaching hacks and thanks others for contributing ideas.
Design Your Online Unit
This document provides information and guidance for developing an online unit from W.R. McCammon, an educator with experience teaching online courses. It includes details about McCammon's background and qualifications, the importance of technology in education, types of assignments and assessments, examples of direct instruction methods, and recommendations for online resources.
Fall 2009 Portfolio Presentation With Music
This document summarizes Rose's e-portfolio presentation on her learning through the LTT program. She learned about using collaborative technology tools like SharePoint and Google Docs to support constructivist learning. She realized the importance of being organized when using digital tools as a teacher. Rose explored how technology can meet student learning needs and support her teaching goals, such as providing options for different types of learners. She conducted a study using her class website and found it improved communication between school and home and engaged students with writing. Overall, Rose demonstrated growth in using and evaluating technology in her teaching practice and engaging in reflection to improve.
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This document discusses the potential uses and concerns of using Facebook for educational purposes. It begins with describing how Facebook could be used for class discussions, forums, and student organizations. However, concerns are raised around privacy and data usage after the Cambridge Analytica scandal where private user data was harvested without consent. The document considers alternatives to Facebook like Mastodon and provides suggestions for guidelines and policies if educational institutions decide to use Facebook.
Social Media in Classrooms
This document discusses the impact of social media in the classroom. It begins by outlining how the landscape of learning has changed with new technologies and the rise of social media platforms. These platforms allow for participation, publishing, communication, resource sharing, social networking, and building collective knowledge. The document then examines principles from learning science, such as how prior knowledge and organizing knowledge can influence learning. It suggests ways social media could be used to surface prior knowledge and help students organize it. Finally, it proposes the idea that goal-directed practice with targeted feedback enhances learning and discusses how social media may enhance practice, feedback, and mastery of subject matter.
Assessments
This document discusses online testing tools and considerations. It introduces Respondus, a tool for creating online tests that can import questions from Word and publish tests to Blackboard. It also mentions StudyMate for turning tests into educational games and polling tools like Poll Daddy and Poll Everywhere. Key aspects of online tests covered include proctoring, open/closed book, timing, formatting, and question randomization.
How Not To Kill Students w Powerpoint
The document provides tips for effective PowerPoint presentations, including keeping them simple, clear, and brief. It recommends focusing on core points, leaving 5% of each slide as empty space, and including no more than 5 bullet points per slide. Web links are also included pointing to additional resources on creating word clouds and the text of a Obama speech on reducing the federal deficit.
Fasttrack mba 2010a
This document discusses various web-based programs that can be used for online collaboration and networking. It summarizes Google Docs, Calendar, and Reader which allow for collaborative document editing, shared scheduling, and customized news feeds. It also introduces the social bookmarking site Delicious which allows users to tag and share websites with their online networks. The overall message is that these tools can help users build their personal learning networks online through communication, resource sharing, and collective knowledge building.
Your google account
This document discusses setting up and using a Google account. It explains that a Google account is needed to access Google services like Google Reader and the class Google Site where blog posts will be located. It provides instructions to sign in if an account already exists or to create a new account which only requires an email and password. Additional details on using Google Reader can be found in a video tutorial.
Brown Bag on Quality Matters
The document discusses Quality Matters (QM), a peer review process for online course design based on a rubric and research-backed standards. The QM rubric has 8 general standards addressing course overview, objectives, assessment, resources, interaction, technology, and accessibility. Reviewers initially score each standard individually then reach a team score. For a course to meet QM expectations it must achieve "yes" on essential standards and score a minimum of 72 out of 85 points. The goal of QM is to evaluate courses and ensure critical elements like objectives, interactions, and assessments are properly aligned to support learning outcomes.
Online Collaboration Fasttrack Mba 2009
This document discusses how online collaboration has evolved from early static websites to today's social web. It outlines the progression from destination websites that were only for consuming content to today where anyone can publish online through blogs, social media, and services like Google Docs that enable real-time collaboration. Examples provided include learning management systems like Blackboard evolving to incorporate social elements, as well as Google services like Docs, Calendar, and Reader that facilitate sharing and collaborating on documents, schedules, and bookmarks online. The document poses questions about how these changes impact the reader and their online activities.
Baldrige Quality 09c
This document discusses various quality philosophies and standards including: Six Sigma, Lean Management, and the Malcolm Baldrige National Quality Award. It provides a brief history of quality evolution from the 1930s to present day. Key aspects covered include the definitions and differences between Six Sigma, Lean, and Baldrige. It also examines the seven types of waste in Lean and discusses choosing the right quality approach based on a company's needs.
Monday Delicious(2009)
This document discusses how the social bookmarking site Delicious can be used for instructional purposes. It explains how tags allow users to organize websites and how tags can be searched. Users can see what terms are popular and find related sites through browsing tags. The document provides instructions for setting up an account and tagging websites. It also describes how one instructor integrated Delicious into an online course, having students collaboratively tag resources. Student use of tagging persisted beyond the course for personal organization.
Tuesday Blogs(2009)
This document discusses the opportunities that blogging presents for academic publishing and scholarly communication. It explores how blogs allow academics to function as public intellectuals and participate in an open community of practice for critically reflective discourse. It raises questions about whether blogs fit within existing forms of academic publishing and tenure requirements, and how blogs can be validated. The document also provides examples of blog platforms and suggests that blogging may be a part of the future of academic publishing.
Tuesday Rss(2009)
The document discusses Really Simple Syndication (RSS) and how it can be used for news aggregation and education. RSS allows content from various websites and news sources to be compiled into a single feed that can be accessed through readers like Google Reader. The document suggests educators and students set up personal Google Reader accounts to subscribe to relevant blogs and websites in order to build customized feeds and stay up-to-date with aggregated news and information from multiple sources.
Innovations2009 Part One
The document discusses how new web technologies can be leveraged for teaching and learning. It notes that today's students spend significant time using electronic devices and the internet, especially for activities like social networking, emailing, and creating presentations. The document then provides examples of free web 2.0 tools like social bookmarking sites, blogs, wikis, and microblogging that could be used instructionally by engaging students in activities like tagging, commenting, and pulling information from RSS feeds.
Building Connections and Communities through the Web
This document discusses how web technologies can be used to build community and foster connections. It highlights how tools like social networks, blogs, wikis, tagging, and sharing allow for two-way communication and help form connections between people with shared interests that can grow into online communities. Examples mentioned include using Facebook, Twitter, Yammer and other sites to engage in discussions, share content, and develop interconnections.
Vsba2008 SS
The document discusses changing communication trends and digital literacy. It notes that email use is declining while texting, social media, and web tools for collaboration are increasingly popular. A survey finds that participants send fewer letters but more texts, emails, and social media updates. The web allows unprecedented access to information and opportunities for user-generated content, informal learning, and social interaction through blogs, communities of practice, bookmark sharing, and social networks.
Wordcloud Discussion
Tag clouds and word clouds provide a visual summary of text documents by displaying tags or words from the text in different font sizes based on frequency. Tags allow users to search and categorize documents. A tag cloud shows the most common tags used in a website, document or picture. Word clouds similarly visualize the most frequent words in a text, allowing readers to quickly understand the key topics and ideas in a document through the relative font sizes of words displayed in the cloud.
Acpe Oct08 Ss
This document discusses the evolution of distance education from early internet to modern web-based platforms and tools. It outlines how distance education has changed from a one-way model of content delivery to an interactive, collaborative model enabled by Web 2.0 technologies. Examples of platforms like Blackboard, blogs, wikis and social media applications are given that allow for online courses, communities of practice and learner-centered teaching beyond traditional limits of time and space. The implications for clinical pastoral education are that modern web-based tools can facilitate connection, collaboration and various learning styles in distance models of education.
FaceBook and Other Social Media
Social media and web technologies are changing how people connect and interact online. Sites like Facebook and blogs now allow anyone to easily publish content and connect in open online communities. A study found that today's college students spend over 18 hours per week on electronic devices, with most using email, searching the web, creating presentations, and participating in social networks like Facebook. While students appreciate the use of technology in courses, the "Net Gen" characterization does not apply to all undergraduates as their technology skills continue developing in college.
A Wordle Comparison
This document compares the word clouds generated from the acceptance speeches of Obama/Biden and McCain/Palin from the 2008 US presidential election. The names Obama, Biden, McCain and Palin are listed, indicating the document contains a wordle analysis of the speeches given by these four politicians when accepting their nominations for president and vice president.
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Delicious2 Fall2008
- 1. Delicious 2.0 Instructional Uses of Social Bookmarking Britt Watwood
- 3. Who Here Saves Websites? Favorites Bookmarks
- 6. Delicious Solves These Problems
- 8. Tags
- 10. Making Meaning From Tags Wordcloud based on Gettysburg Address
- 15. Setting Up Your Account
- 17. Find Website You Like & Click “TAG”
- 18. Add Comments Add Tags Suggested Tags Your Network
- 19. Saved By 170 Other…
- 20. Note
- 21. Social Connections Interconnections between Gabriela Grosseck, Eduardo Pierano, and myself http://twoantennas.com/projects/delicious-network-explorer/
- 26. My Tags (104) Others’ Tags (443) Related Tags…
- 28. RSS Feed
- 30. Class Tag Use and Persistence (data as of 11/14/07) 0 0 No 0 3 2 No 0 3 2 Student22 3 4 No 3 21 18 20% 3 10 6 Student21 0 8 5% 3 14 19 No 0 0 3 Student20 0 8 5% 1 16 20 60% 0 3 12 Student19 8 14 60% 3 16 30 No 0 2 5 Student18 0 6 60% 0 8 32 No 0 0 11 Student17 2 16 No 2 3 33 40% 2 3 15 Student16 3 28 33% 3 26 37 80% 3 8 6 Student15 12 18 5% 2 17 42 No 0 0 4 Student14 8 23 90% 11 25 45 No 0 2 2 Student13 0 24 100% 4 34 46 No 0 3 5 Student12 11 15 60% 0 19 61 100% 0 1 7 Student11 9 30 100% 3 13 62 No 3 8 18 Student10 4 18 75% 0 19 63 60% 0 7 20 Student09 1 41 No 0 15 67 No 0 30 20 Student08 8 18 100% 4 60 70 No 0 14 33 Student07 19 36 66% 7 24 70 100% 3 7 9 Student06 5 9 5% 8 74 72 No 8 50 48 Student05 18 37 50% 13 41 84 No 0 2 4 Student04 16 30 10% 6 48 104 100% 5 49 44 Student03 18 58 No 11 82 119 100% 0 7 8 Student02 43 100 100% 11 112 183 100% 6 24 28 Student01 Nov Tags Oct Tags Notes 12 Wk Bundles 12 Wk Tags 12 Wk Items 12 Wk Notes 3rd Wk Bundles 3rd Wk Tags 3rd Wk Items 3rd Wk Student 60% 7 150 530 Watwood
- 31. Social Use (data as of 11/14/07)
- 34. Questions ?