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Diigo – Your Outboard Brain
The document discusses the evolving role of technology in education, emphasizing the need for self-directed learning and the creation of personal learning networks. It highlights tools like Diigo that facilitate collaborative knowledge building, manage information overload, and allow for interaction among users. The shift towards integrating curriculum with technology reflects a need for more interactive and engaged educational practices in the digital age.
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Diigo – Your Outboard Brain
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- 2. “It is nota metaphorical stretch to argue that computers, networks, and our methods of accessing information online have become “outboard” brains—at least the part of the brain that catalogs and stores information.” Nov. 2008 – Institute For The Future *References listed on the last slide.
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- 6. ”The fragmentation ofinformation has resulted in an emphasis on individuals creating personal frameworks of coherence...” Fragmentation Self-directed discovery Handbook of Emerging Technologies for Learning Siemens, Tittenberger. 2009
- 7. “Knowing what topay attention to is a cognitive skill. Knowing where to direct your attention involves a third element, together with your own attentional discipline and use of online power tools - other people.” - Howard Rheingold Read more: http://www.sfgate.com/cgi-bin/blogs/rheingold/category?cat=2538
- 8. Keynote yesterday: New Universehas the user at the center: BELONG CREATE UNDERSTAND Explosion of innovation, experimentation, disruption Traditional assignments might not work. Need to emphasize process…
- 9. Sandbox and scaffoldspace • create their own “libraries” (personal learning networks) • train information to find them (Groups) • use their contacts, friends, connections to expand their spheres of knowledge • use Diigo community to judge credibility of information • share and collaborate to solve problems (crowd sourcing) • reflect on and track their own learning • interact with tools that expand their mental capacities • learn to share as much they consume (feed forward)
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- 11. PLN? Connection machine? Bookmarking tool on steroids Social bookmarking Forum for discussing content Distributed knowledge base Social network Image capture library Personal library Cell phone photo library Cache for pages found behind passwords A tag cloud for your brain Backup for your memory Annotation tool Personal notes repository
- 12. Register Install App /Toolbar Browsers iPad /iPhone Optional: push to Delicious Android Phone Free, Basic or Premium
- 13. My Library My Lists MyGroups My Network Hot Bookmarks •Images •Bookmarks •Notes •Custom Lists of Content •Join a Group •Create a Group •People I Follow •People Who Follow Me •Popular bookmarks by all Diigo users = social networking
- 14. Images • Web images •Screenshots • Android Phone Photos • Collect flash video Bookmarks • Web pages • PDFs Notes • Text you type or copy /paste Future plans: docs, audio, bibliography
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- 21. The Diigo Toolbar sidebar Opens your library Searchyour library & Google One-click bookmark Full-featured bookmark Highlight text •Collect flash •Set one-click settings •Remove bookmark
- 22. .a Process Annotate Organize Mark “Read Later”, “Private” Cache page AddSummary Highlight (multiple colors) Sticky notes /Discussions Tag Edit screen clips with text and drawings Share Search Create Lists
- 23. My Network • FriendsI follow • Friends who follow me My Groups • Join a group • Create your own group Diigo Community • Hot Bookmarks • Serendipitous sticky notes
- 26. Within Groups youcan have Forums: Topics
- 27. . REVIEW My Library BlogRoll (insert codeelsewhere on the web) Or RSS of all your links Quick Access Filter (add to folder on toolbar) Tag Cloud/search by tags Generate Report Full-text search of cached pages Review Lists & Highlights Export Lists to Webslide show Publish to Diigo EasyBlog or your blog Send select bookmarks through email
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- 29. 1. Use Diigoto invite students to join the group; follow up with emails as necessary 2. Refer students to online videos on social bookmarking, to make sure that students understand what social bookmarking involves. 3. Seed the group with some example texts, including comments and annotations, so that students understand your expectations. 4. Ask students to practice, to find out what issues they might have. 5. Give feedback on early attempts, to reassure students they are on the right tracks.
- 30. Students ofthe same class are automatically set up as a Diigo group and given all the functionality of a group. Student privacy settings are pre-set so that only teachers and classmates can communicate with them. Ads limited to education-related sponsors and private groups not available to search engines.
- 31. Classmates inthe same class are automatically added as friends with one another to facilitate communication, but students cannot add anyone else as friends except through email. Students can only communicate with their friends and teachers. No one except their friends can send message, group invite, or write on their profile wall. Student profiles will not be indexed for People Search, nor made available to public search engines.
- 32. Affordances can bedescribed as the possibilities they offer to people that might use them.
- 33. Diigo opportunities forstudents: •Contained space to allow students to practice being at the center of their information universe. •A sandbox for self-directed learning. •Practice collaborating with a team. •Practice group discovery. •Crowd source authority. •Tame web fragmentation.
- 36. Develop proficiencywith the tools of technology Build relationships with others to pose and solve problems collaboratively and cross-culturally Design and share information for global communities to meet a variety of purposes Manage, analyze and synthesize multiple streams of simultaneous information Create, critique, analyze, and evaluate multi- media texts Attend to the ethical responsibilities required by these complex environments
- 37. http://www.learncentral.org/event/106358 Julie Evans, CEO SeeElluminate recording below from 10/4/10
- 38. Design curriculumto optimize the value of building a network, building connections Learn by creating and connecting Practice pattern recognition & meaning making Learn to filter Discover and uncover collective intelligence Networks are the language of our times but our institutions are not yet built to understand them
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- 40. www.diigo.com/help/ Pang,Alex. Knowledge Tools of the Future. Institute for the Future, 2008. Accessed 10/12/10: http://www.iftf.org/node/2404 Siemens, G., & Tittenberger, P. (2009). Handbook of emerging technologies for learning. Winnipeg, MB: University of Manitoba. Davidson, C. N., & Goldberg, D. T. (2010). The future of thinking: Learning institutions in a digital age. Cambridge, Mass: MIT Press. Siemens, G. (2004). Connectivism: A Learning Theory for the Digital Age. Accessed 10/19/10: http://www.elearnspace.org/Articles/connectivism.htm
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- 42. In sidebar: youcan see who else bookmarked any site
- 43. 1. THE RISEOF INFORMAL LEARNING 2. THE RISE OF SELF-DIRECTED LEARNING 3. KNOWLEDGE DISTRIBUTED ACROSS INDIVIDUALS AND OBJECTS The Big Picture
- 44. Individual Discovery/Annotation/Organization •Helps tameinformation overload •Organizes and annotates web information •Personal Learning Network & network discovery Collaborative Work •Collaborative knowledge making •Connectivity and interactivity •Practice with interactive reading & writing Authority/Credibility •Aids in determining authority & credibility
- 45. Serendipity •Public Diigo stickynote conversations •Our tools amplify our intelligence Connectivism (new learning theory) •Diigo helps learner document their network discovery and record “connections” both people and resources Next phase of technology in education •Moving from: integrating technology into the curriculum •Moving to: integrating curriculum with technology
- 46. “…curriculum integration representsthe transformation of education through the establishment of an alternative form of curriculum that has resulted from the integrated nature of the connected environment.” --Gartner, Inc. • Integrating Technology • in to the Curriculum • Curriculum • Integrated • By • Technology “Brings together fragmented resources to address multidisciplinary studies.”
- 47. We need, first,to take charge of our own learning, and next, help others take charge of their own learning. We need to move beyond the idea that an education is something that is provided for us, and toward the idea that an education is something that we create for ourselves. It is time, in other words, that we change out attitude toward learning and the educational system in general. That is not to advocate throwing learners off the bus to fend for themselves. It is hard to be self-reliant, to take charge of one's own learning, and people shouldn't have to do it alone. It is instead to articulate a way we as a society approach education and learning, beginning with an attitude, though the development of supports and a system, through to the techniques and technologies that support that. - Stephen Downes, October 18, 2010 http://www.huffingtonpost.com/stephen-downes/a-world-to-change_b_762738.html
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- 50. PROPOSAL – DukeUniversity – Comments Welcome MASTERS in Knowledge and Networks “We believe that knowledge in the Information Age is not a one-way transmission from expert to learner but is constantly interactive and never stops. We believe that knowledge in the classroom must extend beyond those walls and must bring the knowledge in communities back into the academy as well. We believe that deep knowledge of historical processes, in-depth understanding of context and culture, and sustained critical thinking need to be combined with real-world project management, collaboration, and sophisticated technology and social media skills in order to prepare students for the challenges of a changing world and a twenty-first century workplace.” http://hastacblogs.org/duke/makn/ma-in-knowledge-and-networks/ DRAFT posted on CommentPress
- 51. Media theorist andpractitioner Howard Rheingold has talked about four “Twenty-first Century Literacies” — attention — participation — collaboration — network awareness
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Editor's Notes
- #3 Diigo: amplifies our learning, serves as a storage repository of information
- #4 Linear; static; orderly
- #5 Along came 4 letters that turned our world upside down; a little protocol;
- #6 finer granularity; fragmentation BUT we tend to forget this -- as individuals we gained the ability to navigate our own paths through knowledge
- #7 TRADE OFF: The learner has been empowered but still struggles with complexity and chaos and info overload.
- #8 Infotention, great CMAP
- #10 Keynote: new Universe has the user at the center BELONG CREATE UNDERSTAND
- #11 Responsive to
- #12 robus
- #13 General more robust than delicious ( but you can push to Delicious as well… )
- #16 TIP: when saving flash look for very tiny tiny slice of text that will say “Collect”
- #28 Easy blog - What is an EasyBlog? Diigo's EasyBlog feature allows users to have a simple personal blog with minimal effort. Based on Diigo's flexible internal messaging system, selected readings with your annotations and conversations with friends can be turned into blog posts with just one-click. This is a great way to share the best of the best you have found on the web.