Diigo is a new type of online research and collaboration tool that integrates tags, folders, highlights, notes, and group sharing to enable new processes for online knowledge management, learning, and teaching. It allows users to collect, organize, and share information from the web. Educators can use Diigo to turn reading and research into social activities where students engage with material and each other through discussions on annotated pages. Diigo supports collaborative work in groups, with features for networking and building learning communities.
Highlights of what's new in Diigo V4.
Diigo ~ integrated suite of Online Research & Collaborative Tools for individuals & groups: Research, Share, & Collaborate
To learn more, visit http://www.diigo.com/learn_more/research
The document discusses wikis and their use in education. It defines wikis as collaboratively edited bodies of work that anyone can edit in real time. Wikis allow for cooperative knowledge construction and teach students skills like collaboration, negotiation, publishing, and community building. Examples are given of wikis being used for class projects, curriculum, and assembling resources. Challenges of wiki use in education include potential unreliable information and vandalism. Free wiki hosting sites for educational use are also listed.
This document discusses blogs, wikis, and podcasts and provides information on how to create and use them. It defines blogs as easily created and updated webpages for ongoing writing. Wikis allow users to collaboratively edit content on a website. Podcasts are digital audio files that can be created and shared, and require a microphone, recording/editing software, and hosting on a website. Examples of using these tools for a school library include podcasts for story times, research help, and archiving lectures. The document recommends free hosting sites for wikis and podcasting tutorials.
Power to the People: User-generated content in digital collectionsMeredith Farkas
The document discusses how user-generated content and social software features can enhance access to digital cultural heritage materials. It defines social software as tools that allow online communication, collaboration, and community-building. Tags and annotations created by users bring similar content together and make it more findable using people's own vocabularies. However, tagging lacks control and standards. The document suggests improving tagging through personalization, social features like comments and groups, and recommendations based on user interests to foster interaction and build communities around digital collections.
This document provides an overview of technology integration and collaboration. It discusses how technology can help with authentic learning and critical thinking through the use of multimedia tools, video streaming, online databases and literacy tools. It also discusses the evolution of the web from Web 1.0 to Web 2.0, how Web 2.0 allows for more interactivity, user-generated content, and two-way communication between teachers and students. Finally, it lists some Web 2.0 tools that can be used to post content and collaborate, such as G Cast, Wiki Spaces, .Mac, Gabcast, and Slide Share.
The document discusses the evolution of Web 2.0 and its applications for education. Some key aspects of Web 2.0 include user-generated content through blogs, wikis, social bookmarking and folksonomies. This allows for more collaborative and social forms of learning. The document provides examples of how Web 2.0 tools like RSS feeds, social networking, Google Docs, and wikis can be used to create a more distributed, collaborative model of e-learning called eLearning 2.0. This emphasizes social constructivism and peer learning through reflective blogging, collaborative writing and discussion.
Diigo is a tool that allows users to bookmark, annotate, and organize web pages. It provides features for individual research, collaboration in groups, and sharing bookmarks. Educators can use Diigo to create student accounts and groups to enable students to collaborate, share research, and receive teacher feedback on their work. Diigo's educator features include teacher-moderated student groups, privacy controls, and limited advertising.
Highlights of what's new in Diigo V4.
Diigo ~ integrated suite of Online Research & Collaborative Tools for individuals & groups: Research, Share, & Collaborate
To learn more, visit http://www.diigo.com/learn_more/research
The document discusses wikis and their use in education. It defines wikis as collaboratively edited bodies of work that anyone can edit in real time. Wikis allow for cooperative knowledge construction and teach students skills like collaboration, negotiation, publishing, and community building. Examples are given of wikis being used for class projects, curriculum, and assembling resources. Challenges of wiki use in education include potential unreliable information and vandalism. Free wiki hosting sites for educational use are also listed.
This document discusses blogs, wikis, and podcasts and provides information on how to create and use them. It defines blogs as easily created and updated webpages for ongoing writing. Wikis allow users to collaboratively edit content on a website. Podcasts are digital audio files that can be created and shared, and require a microphone, recording/editing software, and hosting on a website. Examples of using these tools for a school library include podcasts for story times, research help, and archiving lectures. The document recommends free hosting sites for wikis and podcasting tutorials.
Power to the People: User-generated content in digital collectionsMeredith Farkas
The document discusses how user-generated content and social software features can enhance access to digital cultural heritage materials. It defines social software as tools that allow online communication, collaboration, and community-building. Tags and annotations created by users bring similar content together and make it more findable using people's own vocabularies. However, tagging lacks control and standards. The document suggests improving tagging through personalization, social features like comments and groups, and recommendations based on user interests to foster interaction and build communities around digital collections.
This document provides an overview of technology integration and collaboration. It discusses how technology can help with authentic learning and critical thinking through the use of multimedia tools, video streaming, online databases and literacy tools. It also discusses the evolution of the web from Web 1.0 to Web 2.0, how Web 2.0 allows for more interactivity, user-generated content, and two-way communication between teachers and students. Finally, it lists some Web 2.0 tools that can be used to post content and collaborate, such as G Cast, Wiki Spaces, .Mac, Gabcast, and Slide Share.
The document discusses the evolution of Web 2.0 and its applications for education. Some key aspects of Web 2.0 include user-generated content through blogs, wikis, social bookmarking and folksonomies. This allows for more collaborative and social forms of learning. The document provides examples of how Web 2.0 tools like RSS feeds, social networking, Google Docs, and wikis can be used to create a more distributed, collaborative model of e-learning called eLearning 2.0. This emphasizes social constructivism and peer learning through reflective blogging, collaborative writing and discussion.
Diigo is a tool that allows users to bookmark, annotate, and organize web pages. It provides features for individual research, collaboration in groups, and sharing bookmarks. Educators can use Diigo to create student accounts and groups to enable students to collaborate, share research, and receive teacher feedback on their work. Diigo's educator features include teacher-moderated student groups, privacy controls, and limited advertising.
The document provides an overview of social media and various social media tools for collaboration. It defines social media and discusses the differences between Web 1.0 and Web 2.0. It then outlines several popular social media tools, including blogs, microblogs, collaborative platforms, social bookmarking, and tips for using social media effectively. Additional online resources are also listed.
- The document discusses various Web 2.0 tools that can be used for learning like wikis, blogs, media sharing, Google Docs, and social bookmarking.
- It provides examples of how each tool can be used in the classroom for collaboration, organizing resources, and engaging students in project-based learning.
- The presentation also covers potential drawbacks of using these tools and how Web 2.0 supports 21st century learning frameworks.
The document discusses various social networking and collaborative tools that can be used for reference searching in a social way, including Wikipedia, Slideshare, and Diigo. Wikipedia provides freely editable and collaboratively written encyclopedia articles. Slideshare allows users to share and find presentations. Diigo is a social bookmarking site that allows users to bookmark and tag web pages and connect with others with similar interests. The document provides tips on using these tools together for reference searching, such as using Wikipedia to get an overview before finding more resources on Slideshare and connecting with others on Diigo.
Web 2.0 technologies enable new forms of collaboration and sharing on the internet. These include blogs, wikis, RSS feeds, social bookmarking, social networking sites, folksonomies, podcasts, and collaborative editing tools. Many of these technologies encourage participation and user-generated content. They have transformed how people find and share information online, and also show potential to support new models of social, collaborative learning known as eLearning 2.0.
Diigo is a research tool that allows users to bookmark, annotate, and organize web pages. It has a toolbar browser extension that allows users to highlight and take notes on web pages. Users can also collaborate by creating groups to share bookmarks and annotations. Diigo aims to be more than just a bookmarking tool by integrating social features and enabling users to easily conduct research across bookmarked web pages.
This document discusses various web tools including wikis, blogs, and web publishing platforms. It provides information on the key features and purposes of wikis and blogs, including their collaborative nature. It then shares screenshots and descriptions of the author's personal blog and wiki which were created to assist colleagues in technology integration. Additional web tools are mentioned like Google Reader for aggregating RSS feeds and Weebly for creating free websites. The document ends with the author reflecting on learning how to better utilize these tools and their eagerness to share what they learned with students and colleagues.
Social bookmarking allows users to organize and share web pages they discover. It works by letting users tag pages with keywords to categorize them. Popular social bookmarking sites like Delicious, StumbleUpon, and Magnolia let users bookmark pages, see what others are bookmarking, and discover new pages through tags and recommendations. These sites make searching the web more efficient by highlighting relevant information.
Edublogs allows for teacher and student blogs as well as class blogs to facilitate group assignments and shared documents, helping to build a strong sense of learner community. It features multiple pages for static content and e-portfolios, and enables admin communication and event promotion. Examples demonstrate its uses for collaboration and community building within the edublog community.
This document presents a SWOT analysis of wikis. It identifies strengths such as openness, facilitating collaboration, and creating knowledge communities, while weaknesses include difficulties trusting content and content constantly changing. Opportunities are motivating collaboration and being a versatile learning tool. Threats include users erasing content and copyright issues. The conclusions state that wikis can help facilitate learning if used to deliver learning experiences, and that addressing weaknesses can improve wikis.
Howard Gardner's Theory of Multiple Intelligences proposes that there are seven distinct types of intelligence rather than a single general intelligence. The seven intelligences are linguistic, logical-mathematical, musical, bodily-kinesthetic, spatial, interpersonal, and intrapersonal. Traditionally, schools have focused primarily on linguistic and logical-mathematical intelligences, but Gardner argues that all seven types of intelligence are important and that teaching methods should address students' varied strengths.
The document discusses the author's involvement with social responsibility groups. It provides an overview of the Asia Business Forum and Japan-America Society, which the author joined to learn about business in Southeast Asia and reconnect with Japanese culture. The author committed to attending future meetings for these groups. Through their involvement, the author arranged tours for colleagues, learned of volunteer opportunities, and developed professional connections. The long-term goal is to work in the environmental field in Asia by 2016 through pursuing further education and finding relevant employment.
This document outlines plans for an Innovative Technology Educational Center. The center aims to improve education quality by utilizing technology. Its objectives are to provide infrastructure for virtual servers, maintain servers and migrate existing ones, provide 24/7 support, and offer training. Deliverables include assessing virtual servers and designing server setup processes. Roles include a project sponsor, manager, team members in IT fields, and advisors. The schedule runs from January 2011 to August 2011, with needs assessment, facilities planning, ordering, building, installation and training phases. The estimated budget is $24,200, with $6,000 for initial capital and $16,200 for manpower.
The document discusses how social learning tools can improve student engagement in online learning environments. It provides examples of successful social tools like integrated videos, document sharing, video conferencing, and online communities. While social tools offer benefits like bridging diversity and collaboration, challenges include potential distraction and a need for instructors to model proper use. Overall, social learning moves the classroom into a more engaging "Learning Cloud" environment that prepares students for future learning.
China - Student Framework Sample 第一次作业Ryan Gunhold
This document provides an overview of key concepts related to Frame Relay networks, including the User Network Interface (UNI) and Network-to-Network Interface (NNI) that define connections between user devices and networks. It describes common connection types like Permanent Virtual Circuits (PVCs) and Switch Virtual Circuits (SVCs), as well as how Frame Relay networks support mesh networking topologies with virtual private networks (VPNs). The document concludes by noting that Frame Relay involves less network processing than earlier protocols like X.25.
Nordstrom Product Group oral presentationRyan Gunhold
The document is a school assignment written by Latrice Wilson for a class called IS305 on September 18, 2011. It likely discusses a topic related to information systems but does not provide enough context in the metadata to determine the specific focus or conclusions.
The document discusses employee engagement and creating a magnetic culture in the workplace. It defines employee engagement as employees being motivated, committed, involved in their work, and inspiring others. Conducting an internal analysis of engagement establishes a foundation for improving company culture and achieving organizational success. The document also outlines key drivers of engagement, ways to create an engaged culture, and an action planning process to increase engagement levels.
The document discusses strategies for building a world-class training program on a low budget. It outlines characteristics of successful programs, such as viewing training as a strategic investment and measuring results. Recommendations include using internal talent and low-cost resources, thinking strategically, tracking metrics, and implementing best practices like "Lunch 'n Learns", blended learning, and tying training to performance reviews. The presentation provides industry-leading online training courses and a learning management system to help organizations implement an effective training program.
This document discusses Diigo, a new online research and collaboration tool that integrates social bookmarking, highlighting, note-taking, group sharing, and other features. It allows users to collect, organize, and annotate information from web pages. Diigo turns research into a social process that can be done from any computer. The document explains how Diigo helps with organizing research results, active reading, project-based learning, and facilitating online discussions between teachers and students about course materials. Diigo provides new ways for knowledge management, learning, and teaching in the digital age.
This document discusses Diigo, a social bookmarking and annotation tool that allows users to organize web content, take notes, highlight text, and collaborate with others. Diigo helps address issues with traditional web research like losing bookmarks or being unable to access information from different devices. It also facilitates project-based learning by enabling students to collectively find, process, and present information online. The document provides several resources on using Diigo for education, including tutorials, case studies on implementing Diigo in classrooms, and testimonials from educators on its benefits.
This document introduces Diigo, an online research and collaboration tool that integrates tags, folders, highlights, clips, notes, and group collaboration to enable new processes for online knowledge management, learning, and teaching. It is designed for knowledge workers and suited for 21st century learning. Educators' comments praise Diigo for transforming learning, expanding circles of learning through social connections, and fostering discussion by encouraging active, critical reading. Diigo turns reading and research into a social activity where conversations emerge on pages and between students.
The document provides an overview of social media and various social media tools for collaboration. It defines social media and discusses the differences between Web 1.0 and Web 2.0. It then outlines several popular social media tools, including blogs, microblogs, collaborative platforms, social bookmarking, and tips for using social media effectively. Additional online resources are also listed.
- The document discusses various Web 2.0 tools that can be used for learning like wikis, blogs, media sharing, Google Docs, and social bookmarking.
- It provides examples of how each tool can be used in the classroom for collaboration, organizing resources, and engaging students in project-based learning.
- The presentation also covers potential drawbacks of using these tools and how Web 2.0 supports 21st century learning frameworks.
The document discusses various social networking and collaborative tools that can be used for reference searching in a social way, including Wikipedia, Slideshare, and Diigo. Wikipedia provides freely editable and collaboratively written encyclopedia articles. Slideshare allows users to share and find presentations. Diigo is a social bookmarking site that allows users to bookmark and tag web pages and connect with others with similar interests. The document provides tips on using these tools together for reference searching, such as using Wikipedia to get an overview before finding more resources on Slideshare and connecting with others on Diigo.
Web 2.0 technologies enable new forms of collaboration and sharing on the internet. These include blogs, wikis, RSS feeds, social bookmarking, social networking sites, folksonomies, podcasts, and collaborative editing tools. Many of these technologies encourage participation and user-generated content. They have transformed how people find and share information online, and also show potential to support new models of social, collaborative learning known as eLearning 2.0.
Diigo is a research tool that allows users to bookmark, annotate, and organize web pages. It has a toolbar browser extension that allows users to highlight and take notes on web pages. Users can also collaborate by creating groups to share bookmarks and annotations. Diigo aims to be more than just a bookmarking tool by integrating social features and enabling users to easily conduct research across bookmarked web pages.
This document discusses various web tools including wikis, blogs, and web publishing platforms. It provides information on the key features and purposes of wikis and blogs, including their collaborative nature. It then shares screenshots and descriptions of the author's personal blog and wiki which were created to assist colleagues in technology integration. Additional web tools are mentioned like Google Reader for aggregating RSS feeds and Weebly for creating free websites. The document ends with the author reflecting on learning how to better utilize these tools and their eagerness to share what they learned with students and colleagues.
Social bookmarking allows users to organize and share web pages they discover. It works by letting users tag pages with keywords to categorize them. Popular social bookmarking sites like Delicious, StumbleUpon, and Magnolia let users bookmark pages, see what others are bookmarking, and discover new pages through tags and recommendations. These sites make searching the web more efficient by highlighting relevant information.
Edublogs allows for teacher and student blogs as well as class blogs to facilitate group assignments and shared documents, helping to build a strong sense of learner community. It features multiple pages for static content and e-portfolios, and enables admin communication and event promotion. Examples demonstrate its uses for collaboration and community building within the edublog community.
This document presents a SWOT analysis of wikis. It identifies strengths such as openness, facilitating collaboration, and creating knowledge communities, while weaknesses include difficulties trusting content and content constantly changing. Opportunities are motivating collaboration and being a versatile learning tool. Threats include users erasing content and copyright issues. The conclusions state that wikis can help facilitate learning if used to deliver learning experiences, and that addressing weaknesses can improve wikis.
Howard Gardner's Theory of Multiple Intelligences proposes that there are seven distinct types of intelligence rather than a single general intelligence. The seven intelligences are linguistic, logical-mathematical, musical, bodily-kinesthetic, spatial, interpersonal, and intrapersonal. Traditionally, schools have focused primarily on linguistic and logical-mathematical intelligences, but Gardner argues that all seven types of intelligence are important and that teaching methods should address students' varied strengths.
The document discusses the author's involvement with social responsibility groups. It provides an overview of the Asia Business Forum and Japan-America Society, which the author joined to learn about business in Southeast Asia and reconnect with Japanese culture. The author committed to attending future meetings for these groups. Through their involvement, the author arranged tours for colleagues, learned of volunteer opportunities, and developed professional connections. The long-term goal is to work in the environmental field in Asia by 2016 through pursuing further education and finding relevant employment.
This document outlines plans for an Innovative Technology Educational Center. The center aims to improve education quality by utilizing technology. Its objectives are to provide infrastructure for virtual servers, maintain servers and migrate existing ones, provide 24/7 support, and offer training. Deliverables include assessing virtual servers and designing server setup processes. Roles include a project sponsor, manager, team members in IT fields, and advisors. The schedule runs from January 2011 to August 2011, with needs assessment, facilities planning, ordering, building, installation and training phases. The estimated budget is $24,200, with $6,000 for initial capital and $16,200 for manpower.
The document discusses how social learning tools can improve student engagement in online learning environments. It provides examples of successful social tools like integrated videos, document sharing, video conferencing, and online communities. While social tools offer benefits like bridging diversity and collaboration, challenges include potential distraction and a need for instructors to model proper use. Overall, social learning moves the classroom into a more engaging "Learning Cloud" environment that prepares students for future learning.
China - Student Framework Sample 第一次作业Ryan Gunhold
This document provides an overview of key concepts related to Frame Relay networks, including the User Network Interface (UNI) and Network-to-Network Interface (NNI) that define connections between user devices and networks. It describes common connection types like Permanent Virtual Circuits (PVCs) and Switch Virtual Circuits (SVCs), as well as how Frame Relay networks support mesh networking topologies with virtual private networks (VPNs). The document concludes by noting that Frame Relay involves less network processing than earlier protocols like X.25.
Nordstrom Product Group oral presentationRyan Gunhold
The document is a school assignment written by Latrice Wilson for a class called IS305 on September 18, 2011. It likely discusses a topic related to information systems but does not provide enough context in the metadata to determine the specific focus or conclusions.
The document discusses employee engagement and creating a magnetic culture in the workplace. It defines employee engagement as employees being motivated, committed, involved in their work, and inspiring others. Conducting an internal analysis of engagement establishes a foundation for improving company culture and achieving organizational success. The document also outlines key drivers of engagement, ways to create an engaged culture, and an action planning process to increase engagement levels.
The document discusses strategies for building a world-class training program on a low budget. It outlines characteristics of successful programs, such as viewing training as a strategic investment and measuring results. Recommendations include using internal talent and low-cost resources, thinking strategically, tracking metrics, and implementing best practices like "Lunch 'n Learns", blended learning, and tying training to performance reviews. The presentation provides industry-leading online training courses and a learning management system to help organizations implement an effective training program.
This document discusses Diigo, a new online research and collaboration tool that integrates social bookmarking, highlighting, note-taking, group sharing, and other features. It allows users to collect, organize, and annotate information from web pages. Diigo turns research into a social process that can be done from any computer. The document explains how Diigo helps with organizing research results, active reading, project-based learning, and facilitating online discussions between teachers and students about course materials. Diigo provides new ways for knowledge management, learning, and teaching in the digital age.
This document discusses Diigo, a social bookmarking and annotation tool that allows users to organize web content, take notes, highlight text, and collaborate with others. Diigo helps address issues with traditional web research like losing bookmarks or being unable to access information from different devices. It also facilitates project-based learning by enabling students to collectively find, process, and present information online. The document provides several resources on using Diigo for education, including tutorials, case studies on implementing Diigo in classrooms, and testimonials from educators on its benefits.
This document introduces Diigo, an online research and collaboration tool that integrates tags, folders, highlights, clips, notes, and group collaboration to enable new processes for online knowledge management, learning, and teaching. It is designed for knowledge workers and suited for 21st century learning. Educators' comments praise Diigo for transforming learning, expanding circles of learning through social connections, and fostering discussion by encouraging active, critical reading. Diigo turns reading and research into a social activity where conversations emerge on pages and between students.
This document introduces digital tools that can support research activities, including social networking tools, social bookmarking tools, research collaboration tools, and blogging/microblogging tools. It discusses how these tools can help researchers keep up-to-date, find collaborators, publish work, and develop an online identity and reputation. Some popular tools mentioned are Academia.edu, ResearchGate, Mendeley, Zotero, Dropbox, and Twitter. The document encourages researchers to utilize these digital tools to enhance their work.
Diigo is an online tool that allows users to bookmark webpages, annotate them by highlighting and adding notes, and organize bookmarks with tags or lists. It also enables collaboration through sharing bookmarks and annotations with others and creating groups for classes, companies, or teams. Key features include archiving webpages, social bookmarking and finding content from others, and importing bookmarks from browsers or other sources.
Diigo is an online tool that allows users to bookmark webpages, annotate them by highlighting and adding notes, and organize bookmarks with tags or lists. It also enables collaboration through sharing bookmarks and annotations with others and creating groups for classes, teams, or other organizations to pool resources. Key features include archiving webpages, social bookmarking and content recommendations, importing bookmarks from browsers, and teacher controls for managing student accounts and groups.
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.
The document discusses various online tools for effective literature management and reference searching. It introduces popular tools like Mendeley, EndNote and Zotero for building local reference databases and sharing references online. Social bookmarking and networking sites like Diigo, SlideShare and Wikipedia are also covered that allow searching references through tags and connecting with other users.
Wiser Pku Lecture@Life Science School Pkuguest8ed46d
The document discusses various online tools for effective literature management and reference searching. It introduces popular tools like Mendeley, EndNote and Zotero for building local reference databases and sharing references online. Social bookmarking and networking sites like Diigo, SlideShare and Wikipedia are described as useful resources for searching references in a social way through tags and user connections.
Connecting your classroom with modern education tool pln projectSeanna Michelle
This document provides an overview of modern education tools that can help connect classrooms, including Diigo, Scoop-It, and Twitter. It discusses how these tools can be used for research, planning, exploration, and as learning tools for students and educators. Diigo allows users to bookmark and annotate webpages for research. Scoop-It allows users to curate websites and digital magazines on specific topics. Twitter can be used to communicate and collaborate with other educators and students. The document encourages using these tools to support critical thinking, digital citizenship, and safe social media practices for students.
This document provides an introduction to social bookmarking. It defines social bookmarking as saving bookmarks to a public website and tagging them with keywords. Benefits highlighted include cloud-based storage of bookmarked resources that are accessible from anywhere. Several free social bookmarking tools like Diigo, Delicious, and CiteULike are introduced. Best practices for implementing social bookmarking in the classroom are also explored.
This document discusses using social networks and web tools like Wikipedia, Slideshare, and Diigo for reference searching. These tools allow forming online communities around common interests, updating information in real-time, and searching through tags and people. Wikipedia is highlighted as a free, collaboratively edited online encyclopedia. Slideshare allows sharing presentations and finding others with similar interests. Diigo is a social bookmarking tool that allows bookmarking websites of interest and connecting with others who share those interests. The document recommends using these tools to efficiently search for references in a social manner.
This document discusses various online tools that can be used to engage students, including blogs, wikis, podcasts, and social bookmarking tools. It provides descriptions of each tool and suggests ways they can be implemented in the classroom, such as having students create blogs to reflect on class assignments, using wikis for collaborative projects, recording podcasts to share knowledge with others, and using social bookmarking sites to collect and annotate online resources. The document emphasizes that these tools allow students to publicly share their work, provide feedback to peers, and participate in learning networks beyond the classroom.
This document discusses various online tools that can be used to engage students, including blogs, wikis, podcasts, and social bookmarking tools. It provides descriptions of each tool and suggests ways they can be implemented in the classroom, such as having students create blogs to reflect on class assignments, using wikis for collaborative projects, recording podcasts to share knowledge with others, and using social bookmarking sites to collect and annotate online resources. The document emphasizes that these tools allow students to publicly share their work, provide feedback to peers, and participate in learning networks beyond the classroom.
The document discusses the use of Web 2.0 tools like RSS readers, wikis, and social networks to facilitate personal learning networks (PLNs) and knowledge sharing. It notes that these tools allow learners to actively create and participate in information instead of just consuming it. The document also outlines several principles of effective knowledge sharing, including the importance of communities of practice, storytelling, and balancing online and offline interactions.
This document discusses various online tools that can be used to engage students, including blogs, wikis, podcasts, and social bookmarking tools. It provides information on how each tool works and examples of ways they can be used in the classroom by both teachers and students. Specific tools mentioned include Wikispaces, Edublogs, iTunes, Delicious, Diigo, StumbleUpon, and Digg. The document emphasizes that these tools allow for student collaboration, sharing of information and perspectives, and creative expression.
Social bookmarking and annotation tools like Diigo allow users to highlight and annotate web pages, creating digital sticky notes and bookmarks that can be shared privately, publicly, or within groups. This facilitates collaborative research and discussion of information. Diigo turns online reading and research into a social activity by allowing conversations to emerge on annotated pages and spread to other users and classrooms. While primarily a tool for personal information management, Diigo also unintentionally functions as a social network by connecting users based on common interests in shared content.
Diigo is a social bookmarking and annotation tool that allows users to research, share, and collaborate on web content. It combines social bookmarking, clipping, in-situ annotation, tagging, full-text search, and sharing capabilities. Diigo offers powerful personal tools and a social platform for knowledge sharing and turns the entire web into an interactive and participatory media. Founded in 2005, Diigo is focused on research and knowledge sharing and is the #1 browser extension for annotating and bookmarking webpages. Diigo provides educator accounts to facilitate classroom research, sharing, and collaboration among teachers and students.
Diigo is a social bookmarking and annotation tool that allows users to research, share, and collaborate on web content. It combines social bookmarking, clipping, in-situ annotation, tagging, full-text search, and sharing capabilities. Diigo offers powerful personal tools and a social platform for knowledge sharing and turns the entire web into an interactive and participatory media. Founded in 2005, Diigo is focused on research and knowledge sharing and is the #1 browser extension for annotating and bookmarking webpages. Diigo provides educator accounts to facilitate classroom research, sharing, and collaboration among teachers and students.
Learning at the Speed of Technology – Why Technology Helps Us Learn FasterRyan Gunhold
Learning today is moving more and more towards the use of technology as the primary tool for learning. In this presentation - you can consider the top trends shaping learning today and why it is so attractive to learners.
Kaleidoscope of Learning Making the Shift to Social Ryan Gunhold
The document discusses the evolution of modern learning organizations from traditional training to current collaborative models. It outlines the stages of development from traditional in-person instructor-led training in the 1980s-1990s, to computer-assisted training and early learning management systems in the 1990s-2000s. It then discusses the rise of e-learning putting materials online in the 2000s, followed by on-demand and blended learning programs integrating different media and informal learning from 2008 onward. The document frames current approaches as focused on collaborative, talent-driven learning that formally integrates informal learning opportunities and collaboration across the organization.
This document outlines a proposal for developing a knowledge capture process for an IT project team. It begins with an introduction on knowledge capture and the intent to develop a process for capturing and reusing knowledge within the team. It then discusses the background of the project, current state of lacking documentation and knowledge sharing, and desired improved state. A proposal is made to create a semi-formal knowledge capture process following a provided process map. Collaboration tools like SharePoint, Lync and email are identified. A summary recaps the current issues, desired state, proposed practices and tools. Q&A and additional topics on knowledge mapping are also included.
Boeing has taken significant steps to reduce its environmental impact through improvements to plant operations and new airplane models. At its plants, Boeing has increased recycling and reduced waste and hazardous materials. Its new airplanes like the 787 and 737 Max consume less fuel and make less noise. Boeing is also researching biofuels and technologies like solar cells and hydrogen-powered drones to make aviation more sustainable in the future.
This document proposes a 4-6 year replacement plan for automation within the {blank} Program. It outlines replacing staff computers on a 4-6 year cycle based on their role, replacing all computer labs and student computers every 4 years. The proposal estimates $20,000 in annual savings from bulk purchasing and standardized systems. It presents a schedule and milestones for the initial replacement in 2010-2011 of 11 staff desktops, 44 student computers, and requests approval from the E-Team by 12/20/10.
City University of Seattle Faculty Presentation 2013Ryan Gunhold
This faculty presentation discusses increasing the success of international students at City University of Seattle. It covers pre-assessing students' skills, understanding what motivates them, leveraging different teaching tools and styles, and using technology to help students with varying needs succeed. The presentation emphasizes gauging students' English, writing, computer and technology skills, as well as their motivation and drive, as keys to their academic achievement.
Ryan Gunhold of Resonant Insights proposes a social media/learning plan with four phases: 1) Assess the business plan, market need, and value proposition; 2) Identify the primary target, social media strategy, and key partners; 3) Create new branding, website, and deploy the social media strategy; 4) Measure web traffic, sales ROI, and social media influence. The plan suggests implementing wikis, tweets, LinkedIn/Facebook profiles, and a weekly newsletter, and establishes that readiness depends on having the proper policies, scalability, guidelines, and training in place.
This document outlines a social media action plan for a company. It recommends tying social media goals to business goals in areas like finance, customers, and branding. It also suggests designing a listening program to follow industry trends, keywords, influencers and competitors. Finally, it proposes picking the right social media tools based on purpose, prioritizing monitoring, blogs, Twitter, communities and Facebook, and measuring goals using those tools and tactics like conversation monitoring and unique site visitors.
Managing a MultiGenerational WorkforceRyan Gunhold
The document provides an overview of a workshop on employee engagement, diversity, and satisfaction presented by HR Solutions, Inc. and City University of Seattle. It discusses measuring and improving employee engagement, understanding generational differences, and developing action plans. Key topics included defining engagement, its business outcomes and drivers, engagement survey results for CityU, and a 10-point toolkit for creating a "Magnetic Culture" workplace.
Change Management Consulting Case StudyRyan Gunhold
Business Consulting Inc. is facing changes due to the retirement of its principal owner. A case study document analyzes the company's current situation, identifies strengths and weaknesses, and proposes an improvement plan. This includes developing a new marketing strategy, adding value for clients, attracting new talent, and constantly adapting to changes. Key steps in the plan involve gathering stakeholder input, creating an organizational action plan, implementing changes, and continuously communicating with stakeholders. The timeline outlines tasks over several months to achieve integration of changes into a new status quo.
FedEx has continually changed its technology to maintain a competitive advantage. It has applied the Satir change model to successfully manage resistance to changes. This model focuses on understanding individual reactions to change. When introducing new technologies, FedEx communicates the benefits to employees and customers to gain acceptance and limit resistance to change.
Running effective meetings requires proper planning and facilitation. Key aspects include having a clear purpose, distributing an agenda in advance, keeping discussions focused and time-bound, summarizing decisions made, and identifying next steps. The meeting leader should ensure the right participants are invited, maintain order while encouraging participation, and close the meeting by reviewing actions and deliverables. Participants should come prepared, contribute constructively, and understand meeting norms like not interrupting others. With such guidelines followed, meetings can accomplish goals efficiently.
This document provides an observation guide and checklist for evaluating team/department meetings. It includes sections to assess how the meeting is opened, how the leader facilitates the meeting, the quality of communication among members, how differences are handled, and an overall rating of the meeting process. The observer is asked to provide comments on strengths and areas for improvement.
6. “Diigo expands my learning circle, enabling me to convert social connections into learning opportunities…”
7. Diigo fosters discussion and encourages active, critical reading ... the most efficient way I have discovered to share content and commentary…”
8. “Diigo turns reading and research into a social activity. Conversations emerge right on the page and spill over into the classroom. Students love it. They not only engage with the material, they engage with each other…“ Educators’ comments … http://www.diigo.com
30. “Digest of Internet Information, Groups, & Other Stuff” A new kind of online research and collaborative research tool that integrates tags and folders, highlighting and clipping, sticky notes, group-based collaboration, and much more, to enable a whole new process of online knowledge management, learning, and teaching in the information age.
31. Diigo in Education Resources Diigo Education Account, Phase I: http://blog.diigo.com/2008/09/19/announcing-diigo-educator-accounts/ Diigo Help / Tutorials: http://help.diigo.com/ Diigo ~ 21st Century Tool for Research, Reading and Collaboration http://tinyurl.com/93u5be by Peggy Steffens Diigo the Web for Education - From TeleGatherer to TelePlanter with Diigohttp://tinyurl.com/9efcpt by Miguel Guhlin Why Diigo ~ Social Bookmarking 101: Making the Web Work for You http://tinyurl.com/9j7ohs by Emily Barney Overview PPT ~ “Dig Deeper with Diigo” by Jennifer Dorman http://jdorman.wikispaces.com/diigo “Social bookmarking and Social Anntoations Overview” by Bill @ Digitally Speaking http://digitallyspeaking.pbworks.com/Social-Bookmarking-and-Annotating "Truly a unique and transformative tool ~ Diigo has the potential to change the ways in which we mentor all our students" ~ Barbara Lindsey http://www.worldatways.com/2008/11/16/diigo/
Editor's Notes
Diigo is an integrated suite of Online Research & Collaborative Tools for individuals & groups. Diigo has been widely regarded as one of the best social bookmarking and web annotation services, It’s a new kind of online research and collaborative research tool that integrates tags and folders, highlighting and clipping, sticky notes, and group-based collaboration, and much more, to enable a whole new process of online knowledge management, learning, and teaching in the information age.The new 4.0 version has undergone significant further improvements in both the website and toolbar to make Researching, Sharing, and Collaborating faster, easier, and more effective. We will discuss more on each of the component later on. you can comfortably use it just as a personal tool, or as your needs grow, you can then tap into the social and collaborative aspect of the application.
Diigo has been designed with knowledge workers in mind. We aim to dramatically improve the productivity of knowledge workers in the whole process of researching, sharing and collaborating information. As I go through the demo, you will see how we achieve that.Somewhat to our surprise, many leading educators started to discover Diigo and are embracing it in teaching and are enthusiastically recommending it to other educators. Leading thinkers in the education field are discussing ways of how to leverage the latest technologies and really shape the education for 21st century. Indeed, the need to innovate is more pressing now than ever, and the means for change is also more readily available than ever before. This is an exciting time for innovation in education and learning, and we are glad that we can be part of it.
Diigo is about three things: Research, Share and CollaborateHere is the new Diigo 4.0 -- Notice the three top nav My library, My groups, My network are corresponding to research, share and collaborate respectivelyDiigo is an integrated suite – so it goes much beyond those research-only tools such as onenote or evernote. google notebook. But it is also designed it in such a way that you can comfortably use it just as a personal tool and will not feel burdened by the social and collaborative aspect of the application
Diigo bookmarks – really not your typical old old bookmarks. To set up, you need to have diigo browser add-on installed, on either ff or ie, or you need to get a bookmarklet, which works any browser. A very brief overview: Click this to bookmark a page, I can add tags, which are keywords that can be used to retrieve the bookmark easily. You can add some note. You can choose to make it private. I have set it such that it is private by default. You can also add to a list or to a group. Once saved it, it goes to my library. Of course, since this is on the web, make it accessible anywhere, this is especially if you do work on multiple pc . And we are just getting started. Archive – not only the url is saved, the page is also automatically archived – always there for you forever. If you want to archive pages behind a password, this can also be done by uploading a snapshot when bookmarking – you get both the original page as well as the screenshot. You can take multiple snapshots of the same page at different times – say you maintain a portfolio on yahoo finance, you can take snapshots of that page at the end of each month to build a good portfolio history. With pages archived, I can search my library by the full-text of the pages, in addition to titles, tags and descriptions.Let’s talk about tags – tag makes it easy to organize and retrieve items. Diigo provides very rich tagging functionality . Here you see the recent tags you use. Here are all your tags. Retrieve by tag education, and you see that there are quite a few related tags – you can drill down by just adding related tags, until you find exactly what you want. So it is now widely agreed that if you have a lot of bookmarks as many of us do, tagging is a better way to organize inf than the traditional folders. But we did not give up on the good old folders, we made it better and call it Lists. If you are researching a specific topic, you can organize your bookmarks by lists. With lists, you can easily re-arrange the order, add notes, add divider such as section headings. You can generate report and you can play it as a slides – we call it webslides.So now you see if you consume a lot of inf on the web, Diigo bookmarks make your life so much easier.
There is a really cool new feature in Diigo V4, that is the new snapshot capability to capture and archive entire web pages — even dynamic and password-protected content. Archive – not only the url is saved, the page is also automatically archived – always there for you forever. If you want to archive pages behind a password, this can also be done by uploading a snapshot when bookmarking – you get both the original page as well as the screenshot. You can take multiple snapshots of the same page at different times – say you maintain a portfolio on yahoo finance, you can take snapshots of that page at the end of each month to build a good portfolio history. This is like building a personal wayback machine of important webpages. With pages archived, I can search my library by the full-text of the pages, in addition to titles, tags and descriptions.
As educators, we all know selective highlighting and margin notes are great tools for active reading, and does help with retention. These familiar tools are now made available online and tightly integrated with bookmarking to make them much more powerful. For those who are already familiar with Diigo, you will also notice some UI changes and new features available in V4! So here are you at a page. You can highlight any paragraph like this. You can even highlight a picture. If you want to highlight a lot on a page, you can turn on the highlight pen. Very soon, you should gain the ability to have multiple highlight color. To attach a sticky note to highlight, mouse-over to see the menu . To have a floating sticky note not attached a highlight, simply right-click . Notice that when you add sticky note, you have a choice to make it private, public, group -- we will talk more about this later. Let me talk about a very cool and useful feature called annotated view. Get annotated link, and open by anyone using any browser, see annotationSidebar … You can send links and annotations to other by emails either from my library or the toolbar. How do highlights and sticky notes get collected in my library? Here are they are, nicely organized and displayed.
Let me talk about a very cool and useful feature called annotated view. Get annotated link, and open by anyone using any browser, see annotationTo share these bits of information, you can send multiple clips across multiple pages to others in one batch. Moreover, instead of just links, the recipients will see your highlights and notes nicely extracted as shown in bullet points. They will also see them right on the original pages. Best of all, the recipients don’t even need to install anything.Use “Get Annotated Link” to share your annotated page with anyone!
"My Bookmarks" in previous versions has been renamed to "My Library". This change is to accommodate the growing item collection going beyond just simple bookmarking. Besides bookmarking urls, your highlighted text or pictures are also automatically "clipped" and aggregated, for sharing, editing or easy search and reference later. You can bookmark and “clip” online flash / video. "My Library" is also the central place to manage all your bookmarks, lists and tags at Diigo. V4 also introduces better filters, display modes, and various searchmethods to allow you to gain quicker access to your items. Filters Compact: Sorted by date on the left. Best for Browsing: along with your bookmark title, your snippets of information (highlights, sticky notes, clipped pictures, video, etc) are fully expanded for browsing. Best for Edit and Manage: check boxes to allow batch editing or sharing to group / list. Check out the “More Actions” menu for additional features
Improved search: We know how important it is to let you find exactly what you need easily and quickly. You can now easily switch between several search modes in "My Library": Filter by tags -- this gives you the most specific search results, but also might not find what you are looking for, in case you failed to tag or forgot how you tagged. Search by full-text -- this searches everything in bookmarks, including snapshots, titles, annotations, tags and URLs. Naturally, this search mode gives you a lot more results. In case it gives you too many results to find what you need quickly, you can try the next search mode.Search by titles, tags, annotations, and URL -- this basically searches everything in bookmarks, except snapshots themselves. Advanced search - for power users out there, you can of course directly head towards the "advanced search" options.
You could stop here and you will find that Diigo makes your web research much more productive. For team or collaborative learning, let's move on and see how Diigo makes sharing and collaborating on information so much easier. Diigo Groups are great for group knowledge repository. In particular, for education applications, Diigo Groups are perfect for collaborative reading & research!
Diigo Groups UI has been completely revamped to allow increasing capability for knowledge repositories and collaborationUnified view — forum discussions and bookmarks are no longer separated to encourage more interaction. For those who prefer a separated view, filters are handy. Share your snapshots: now, when you share a bookmark to a group, the group also gains your archive of that bookmark.
Lastly, Share Diigo V4 provides multiple ways to share information easily and facilitate conversations around contentnetworked sharing & learning Building learning communities Building PLN
Follow, or be followed, to help you connect with people who share specific interestsIn My network area, you can build different "personal learning networks", consisting of a stream of bookmarks and annotations from people that you choose, with ways of creating conversations
In My network area, you can build different "personal learning networks", consisting of a stream of bookmarks and annotations from people that you choose, with ways of creating conversations