Social media learning involves using web and mobile technologies to transform communication into an interactive dialogue. It moves away from traditional command and control styles of learning toward supporting and encouraging collaboration, creativity, critical thinking, and knowledge sharing. The modern learner wants immediate access to solutions, learns best from others in their trusted network, and strives for continuous improvement and autonomy in their learning.
The Networked Administrator: Leading and Learning with Social MediaLyn Hilt
For Simple K-12 Webinar
"Sometimes who you know is as important as what you know. Having a wide range of professional connections not only broadens your reach, it can actually help you learn, grow, and become more efficient. This session explores the role of the networked administrator, who, as the school's lead learner, recognizes the value and use of social media to develop professional connections, build relationships and capacity, help create organizational efficiency, and bring innovative learning experiences to students and staff.
This session is designed for administrators, teachers, educators... anyone interested in learning more about the power of connected leading and learning! "
This concept of a PLN has been around for many years. What has changed in recent years though is the reach, the size and the availability of that network. Your PLN is no longer tied to your zip code and you no longer work in isolation. Collaboration no longer just means to work with a colleague in your building. You are able to connect to educators from around the world who are ready and willing to teach beyond the walls of their own classroom.
Your PLN is customized as:
• it filters the vast information available and pushes what interests you
• you choose who is part of your network
• you decide when and how to access and use it
Learning how to build your own PLN is:
• a 21st century skill
• learning about tools that enable your to make these connections
• being in charge of your own Professional Development
• connecting to educators who will contribute to your learning
• extending your learning
• receiving “just in time” learning and help
• becoming globally aware
• sharing your own best practices
• experiencing the power of 21st century learning for yourself
• filtering through “too much” available information
For the Teaching Online MOOC, http://www.wiziq.com/course/62410-teachers-teaching-online Resources at http://Pearltrees.com/shellyterrell/integrating-web-2/id8081935
The Networked Administrator: Leading and Learning with Social MediaLyn Hilt
For Simple K-12 Webinar
"Sometimes who you know is as important as what you know. Having a wide range of professional connections not only broadens your reach, it can actually help you learn, grow, and become more efficient. This session explores the role of the networked administrator, who, as the school's lead learner, recognizes the value and use of social media to develop professional connections, build relationships and capacity, help create organizational efficiency, and bring innovative learning experiences to students and staff.
This session is designed for administrators, teachers, educators... anyone interested in learning more about the power of connected leading and learning! "
This concept of a PLN has been around for many years. What has changed in recent years though is the reach, the size and the availability of that network. Your PLN is no longer tied to your zip code and you no longer work in isolation. Collaboration no longer just means to work with a colleague in your building. You are able to connect to educators from around the world who are ready and willing to teach beyond the walls of their own classroom.
Your PLN is customized as:
• it filters the vast information available and pushes what interests you
• you choose who is part of your network
• you decide when and how to access and use it
Learning how to build your own PLN is:
• a 21st century skill
• learning about tools that enable your to make these connections
• being in charge of your own Professional Development
• connecting to educators who will contribute to your learning
• extending your learning
• receiving “just in time” learning and help
• becoming globally aware
• sharing your own best practices
• experiencing the power of 21st century learning for yourself
• filtering through “too much” available information
For the Teaching Online MOOC, http://www.wiziq.com/course/62410-teachers-teaching-online Resources at http://Pearltrees.com/shellyterrell/integrating-web-2/id8081935
This PowerPoint presentation, complete with speaker notes, explores ways that library staff members (and others) can reach into their extended onsite-online communities to develop productive, sustainable collaborations; originally presented as a live webinar on April 18, 2013, for ALA Editions (for speaker notes, please click on "Notes" button near bottom of screen, near the "Comments" section)
PLNs: Asking the right questions (eLearning network) Hamish Curry
Personal Learning Networks have proliferated across the web, and no more so than in the field of education. Everyone has different reasons and strategies for getting involved or starting a PLN, so what might those be? Using stories from the Library's PLN programs combined with group discussion about what PLNs are and what they do, this presentation will shed light on how becoming a networked educator can be a liberating learning experience.
Creating a Positive Professional Presence (ISASA)Cathy Oxley
Teacher librarians are standing on the brink of a fantastic opportunity to make themselves indispensable within their schools. Now is the perfect time to embrace technology, develop a Professional Learning Network, upskill and become leaders in e-learning.
Information has exploded. As a result libraries globally are facing huge challenges around staffing, funding, relevance, and technology. Some are struggling, some are thriving. The State Library of Victoria (SLV) is doing its best to stay current and engaging, fostering new connections and opportunities to grow audiences and learning potential. Collaboration and partnerships are integral to building new learning streams, and coupled with the use of technology, this Library is set to explode into new methods of engagement with the community. By applying some design-thinking processes in re-imagining the way information, knowledge, and communities intersect through libraries. Stepping through activities which frame current library assumptions against future library expectations (and possibilities), we’ll then pit these against the programs and tools already created in onsite and online environments.
An exploration of strategies that use both passive and proactive measures to encourage playfulness, and ways different onsite and online systems can combine. More awareness of thinking skills and critical literacy in libraries, and of course the kinds of activities and offerings in libraries, especially around games, collaborative play, and linking with other communities.
Code, Shmode - people trump algorithms. Tummeling for successdeb schultz
A talk to Startup festival Montreal on the importance of People not just Code. In a world where access to information is cheap and we are no longer command-n-control - the human skills of the "tummler" will ensure success.
Technology and Change: It's good for business, is it good enough for education?Hazel Owen
The notion that education prepares you for the rest of your life is flawed. Rather, education helps you develop the lifelong learning skills that will help you to be responsive to change as it happens.
It might be argued that, public confidence in higher education has been declining steadily as the gap between the 'relevance' seen (by students, communities, and commerce) between what students are being prepared for and the lives they are going to live.
I wanted to ask the question (perhaps a little controversial)
Are tertiary institutions innovative (something several claim to be) or are they simply doing the same things they have been doing for years, just using different tools?
Are we preparing students to be ethical, able participants in communities - online and face-to-face?
Slides from my keynote presentation at the Plymouth Enhanced Learning Conference 2013 (#pelc13).
As it was a closing keynote, I attempted to weave topics, themes, images and other resources from the conference into my narrative.
Thanks for the invitation, Steve Wheeler!
Brandon Hall/QuickLessons social media for learningQuickLessons LLC
Slides from QuickLessons-sponsored Brandon Hall Group webinar presented 4/27/11: “Using Social Media for Learning: Tools and Practices.” Includes survey responses from webinar.
This PowerPoint presentation, complete with speaker notes, explores ways that library staff members (and others) can reach into their extended onsite-online communities to develop productive, sustainable collaborations; originally presented as a live webinar on April 18, 2013, for ALA Editions (for speaker notes, please click on "Notes" button near bottom of screen, near the "Comments" section)
PLNs: Asking the right questions (eLearning network) Hamish Curry
Personal Learning Networks have proliferated across the web, and no more so than in the field of education. Everyone has different reasons and strategies for getting involved or starting a PLN, so what might those be? Using stories from the Library's PLN programs combined with group discussion about what PLNs are and what they do, this presentation will shed light on how becoming a networked educator can be a liberating learning experience.
Creating a Positive Professional Presence (ISASA)Cathy Oxley
Teacher librarians are standing on the brink of a fantastic opportunity to make themselves indispensable within their schools. Now is the perfect time to embrace technology, develop a Professional Learning Network, upskill and become leaders in e-learning.
Information has exploded. As a result libraries globally are facing huge challenges around staffing, funding, relevance, and technology. Some are struggling, some are thriving. The State Library of Victoria (SLV) is doing its best to stay current and engaging, fostering new connections and opportunities to grow audiences and learning potential. Collaboration and partnerships are integral to building new learning streams, and coupled with the use of technology, this Library is set to explode into new methods of engagement with the community. By applying some design-thinking processes in re-imagining the way information, knowledge, and communities intersect through libraries. Stepping through activities which frame current library assumptions against future library expectations (and possibilities), we’ll then pit these against the programs and tools already created in onsite and online environments.
An exploration of strategies that use both passive and proactive measures to encourage playfulness, and ways different onsite and online systems can combine. More awareness of thinking skills and critical literacy in libraries, and of course the kinds of activities and offerings in libraries, especially around games, collaborative play, and linking with other communities.
Code, Shmode - people trump algorithms. Tummeling for successdeb schultz
A talk to Startup festival Montreal on the importance of People not just Code. In a world where access to information is cheap and we are no longer command-n-control - the human skills of the "tummler" will ensure success.
Technology and Change: It's good for business, is it good enough for education?Hazel Owen
The notion that education prepares you for the rest of your life is flawed. Rather, education helps you develop the lifelong learning skills that will help you to be responsive to change as it happens.
It might be argued that, public confidence in higher education has been declining steadily as the gap between the 'relevance' seen (by students, communities, and commerce) between what students are being prepared for and the lives they are going to live.
I wanted to ask the question (perhaps a little controversial)
Are tertiary institutions innovative (something several claim to be) or are they simply doing the same things they have been doing for years, just using different tools?
Are we preparing students to be ethical, able participants in communities - online and face-to-face?
Slides from my keynote presentation at the Plymouth Enhanced Learning Conference 2013 (#pelc13).
As it was a closing keynote, I attempted to weave topics, themes, images and other resources from the conference into my narrative.
Thanks for the invitation, Steve Wheeler!
Brandon Hall/QuickLessons social media for learningQuickLessons LLC
Slides from QuickLessons-sponsored Brandon Hall Group webinar presented 4/27/11: “Using Social Media for Learning: Tools and Practices.” Includes survey responses from webinar.
28 slides depicting a sample of hands-on-minds-on inquiry-based investigations teachers undertake to explore science, technology, engineering, and math (STEM) content and concepts during the STEM teacher training workshops Dr. Diana Wehrell-Grabowski provides to K-12 teachers and parents throughout the nation and world. http://www.dianawehrellgrabowski.com
Want to know the future of Social Media in learning?Learning Pool Ltd
Uncover what Learning Pool's online enthusiast Paul Webster thinks about social media's role in learning. From LinkedIn to Twitter to much more, Paul shares his gems on the future.
Using TOGAF to establish an SDLC Training CapabilityLouw Labuschagne
A major financial institution in South Africa initiated a Strategic Improvement Project within their Group Technology department to decrease development time, improve quality and improve collaboration by adopting an industry best-practice methodology and an integrated development toolset.
Our involved started when the project came under pressure to enable 1200 staff members, across the business, to use both tools and methodology on new product development projects.
Using technology and constituting structures: A practice lens for studying te...James Chuang
Orlikowski, W. J. (2000). Using technology and constituting structures: A practice lens for studying technology in organizations. Organization Science, 11(4), 404-428.
Labicom is virtualizing real instruments in order to train engineers (newcomers, graduates) how to utilize devices, test their advanced skills, and further to help with their certification.
By virtualization we mean development of a browser-based web-application 1) of remote control of T&M instruments via Internet or local network, and 2) of virtual instruments (not connected to the real ones, similar to simulators for pilots).
Trainee does not need to instal any programs and plugins, opens ports, provides difficult actions, but just need internet/local network. Trainee gets access to remote instruments via a browser (via our Learning Management System) and sees the interface of devices on his computer (web interfaces completely copy interfaces of real instruments). Remote controlling is made by knobs on the device interface or touchscreen (if applicable, e.g. analyzers, o-scopes) with a mouse or fingers on touchpad (at this we even realized features of multitouch – drag, pinch, zoom in/out. Signals are sent to the real instrument, as if a trainee is set near the instrument and control it by hand, while equipment may be located thousands miles away. In its turn (thanks to our lab server and technology) all the data generated by the instrument is transferred to the user’s browser, displaying in the same way as on the real device. Real-time video stream of the real equipment allows trainee to assure that results on web interface of instruments are the same as on real instruments. Our technology allows only secure modes and parameter sets, so no equipment can be damadged.
In addition we develop virtual instruments, which are complete virtual copy of the real ones on a user’s laptop (instruments browser-based interface, real results of working with instruments), available to thousands of users simultaneously, as virtual devices are not connected to real ones. It allows scaling hands-on training with no limits.
We develop both remote control and virtual simulators as it allows step-by-step training of engineers, starting from acquiring basic skills and confidence while working with simulators, up to advanced skills and proof check of skills and results while controlling real equipment remotely.
Technology Training Tune Up: Computer and Technology Skills for All Library S...Courtney F
Technology training should be an essential part of your library
routine. Topics covered include: examples of some of the latest
technology, examples of core competencies, and some ideas for how to
keep up with new technologies.
Presented April 10, 2008 at the Tennessee Library Association conference
How to Behave in the Social Media WorldErin Brenner
Don't let your first foray into social media be your last! There are rules of how to behave and what to say online, rarely written down. In these slides, I share some commonly accept rules of behavior and tips for getting your audience to like you.
Technology Training in the California Community College SystemAnna Stirling
Currently, @ONE serves approximately 10% of the nearly 85,000 faculty and staff from all 112 community colleges in the system. @ONE’s goal is to provide relevant technology training to faculty and staff by providing these services at a minimal cost to both individuals and colleges/districts. In an effort to meet this goal, @ONE contracted a team of undergraduate College of Business students at California State University San Marcos to conduct a market study of California Community College faculty and staff regarding their current technology training, their personal preferences, and emerging technology needs and to then provide recommendations based on the data collected from that study.
Computer Based Test (CBT) by Simeon Ayoade AdedokunSimeon Adedokun
This presentation describes Computer Based Test (CBT) and its benefits. Different CBT environments are illustrated and different CBT question types are itemized. Common challenges when writing CBT and how to handle them are also discussed.
Keynote for @MELSIG Social Media for Learning
A Social Media for Learning framework was presented clarifying how social media is being used to enhance and transform learning. Key ideas, examples and questions about the use of social media use in higher education will be mapped to the framework which will provide a reference point to consider ideas, opportunities and challenges.
The purpose for Kirkpatrick’s evaluation is to determine the effectiveness of a training program. According to this model, evaluation should always begin with level one, and then, as time and budget allows, should move sequentially through levels two, three, and four. Information from each prior level serves as a base for the next level\'s evaluation.
The purpose of Brinkerhoff’s SCM to prove and to improve impact. It is a cost effective way in determining which components of initiative are working and which are not, and reporting result in a way that organizational leaders can easily understand and believe.
Ideas for Social Media Strategy for Southern Rural Development CenterAnne Adrian
This presentation was adapted from the National eXtension Conference http://www.slideshare.net/aafromaa/introducing-ideas-for-social-media-strategy
Please read the notes. More ideas, concepts, and references are given in the notes.
Similar to Enhance Learning with Social Media (20)
Getting Your School Started with Blogging 2/12/13Lyn Hilt
Webinar for Simple K12 Teacher Learning Community
Resources found here: https://docs.google.com/document/d/1o-rLJY2PxlznDD2bzCNkaNwGfw6w015P-WIey43Rduw/edit
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
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1. social media
learning
Communication, Collaboration, Creativity, Critical Thinking
2. the use of web-based and mobile technologies
to turn communication into
an interactive dialogue.
http://www.flickr.com/photos/yourdon/3088582622/sizes/o/in/photostream/
3. “ social learning doesn’t
mean what you think it does”
http://www.c4lpt.co.uk/blog/
4. from command and control
http://www.flickr.com/photos/markusschoepke/226426557/sizes/z/in/photostream/
5. to support and encourage
Jane Hart
Social learning doesn’t mean what you think it does
http://www.c4lpt.co.uk/blog/
http://www.flickr.com/photos/nicdalic/384854457/sizes/o/in/photostream/
11. continuous learner
wants immediate access to solutions
happy to share
relies on trusted network
learns best with/from others
Image: SpecialKRB via Flickr
12. continuous learner
wants immediate access to solutions
happy to share
relies on trusted network
learns best with/from others
stays current
Image: SpecialKRB via Flickr
13. continuous learner
wants immediate access to solutions
happy to share
relies on trusted network
learns best with/from others
stays current
strives to improve productivity
Image: SpecialKRB via Flickr
14. continuous learner
wants immediate access to solutions
happy to share
relies on trusted network
learns best with/from others
stays current
strives to improve productivity
thrives on autonomy
Image: SpecialKRB via Flickr
17. "If you generally think of the Internet as a 'place to look
up stuff' you're missing the best part.”
http://dotsub.com/view/027a4da1-8be2-4ea7-85e9-2e3be140db1a
http://ideasandthoughts.org/2008/11/04/connecting-the-world/
"Because everyone embraces a culture
of sharing, I benefit.”
“The benefits of one idea or comment can
be golden to someone.”
-Dean Shareski
48. In order to master the
connected world...
http://www.fastcompany.com/pics/six-degrees-inspiration
share
cooperate
collaborate
collective action
Clay Shirky * Here Comes Everybody
The term Social Media refers to the use of web-based and mobile technologies to turn communication into an interactive dialogue.\n
http://www.c4lpt.co.uk/blog/2011/09/12/social-learning-doesnt-mean-what-you-think-it-does/\n\nfocus on the learning as opposed to the media - \nJane Hart \n
“Business structures founded on command and control, automation and process are giving way to structures that are less hierarchical and more dynamic, designed to engage people’s hearts and minds to make a difference in the world. ” Jane Hart, Founder and CEO of the Centre for Learning & Performance Technologies, and a Social Workplace Consultant.  \nIt needs to move from a “Command and Control” approach to one that I call “Encourage and Engage”.\nthe roles of the admin, teacher, and student are changing as result. \n
\n
- The Smart Worker : recognises that she learns continuously as she does her job\n The Smart Worker wants immediate access to solutions to his performance problems\n3 – The Smart Worker is happy to share what she knows\n4 – The Smart Worker relies on a trusted network of friends and colleagues\n5 – The Smart Worker learns best with and from others\n6 – The Smart Worker keeps up to date with what is happening in his profession and industry\n7  -The Smart Worker: constantly strives to improve her productivity\n8 – The Smart Worker thrives on autonomy\n\n\n
- The Smart Worker : recognises that she learns continuously as she does her job\n The Smart Worker wants immediate access to solutions to his performance problems\n3 – The Smart Worker is happy to share what she knows\n4 – The Smart Worker relies on a trusted network of friends and colleagues\n5 – The Smart Worker learns best with and from others\n6 – The Smart Worker keeps up to date with what is happening in his profession and industry\n7  -The Smart Worker: constantly strives to improve her productivity\n8 – The Smart Worker thrives on autonomy\n\n\n
- The Smart Worker : recognises that she learns continuously as she does her job\n The Smart Worker wants immediate access to solutions to his performance problems\n3 – The Smart Worker is happy to share what she knows\n4 – The Smart Worker relies on a trusted network of friends and colleagues\n5 – The Smart Worker learns best with and from others\n6 – The Smart Worker keeps up to date with what is happening in his profession and industry\n7  -The Smart Worker: constantly strives to improve her productivity\n8 – The Smart Worker thrives on autonomy\n\n\n
- The Smart Worker : recognises that she learns continuously as she does her job\n The Smart Worker wants immediate access to solutions to his performance problems\n3 – The Smart Worker is happy to share what she knows\n4 – The Smart Worker relies on a trusted network of friends and colleagues\n5 – The Smart Worker learns best with and from others\n6 – The Smart Worker keeps up to date with what is happening in his profession and industry\n7  -The Smart Worker: constantly strives to improve her productivity\n8 – The Smart Worker thrives on autonomy\n\n\n
- The Smart Worker : recognises that she learns continuously as she does her job\n The Smart Worker wants immediate access to solutions to his performance problems\n3 – The Smart Worker is happy to share what she knows\n4 – The Smart Worker relies on a trusted network of friends and colleagues\n5 – The Smart Worker learns best with and from others\n6 – The Smart Worker keeps up to date with what is happening in his profession and industry\n7  -The Smart Worker: constantly strives to improve her productivity\n8 – The Smart Worker thrives on autonomy\n\n\n
- The Smart Worker : recognises that she learns continuously as she does her job\n The Smart Worker wants immediate access to solutions to his performance problems\n3 – The Smart Worker is happy to share what she knows\n4 – The Smart Worker relies on a trusted network of friends and colleagues\n5 – The Smart Worker learns best with and from others\n6 – The Smart Worker keeps up to date with what is happening in his profession and industry\n7  -The Smart Worker: constantly strives to improve her productivity\n8 – The Smart Worker thrives on autonomy\n\n\n
- The Smart Worker : recognises that she learns continuously as she does her job\n The Smart Worker wants immediate access to solutions to his performance problems\n3 – The Smart Worker is happy to share what she knows\n4 – The Smart Worker relies on a trusted network of friends and colleagues\n5 – The Smart Worker learns best with and from others\n6 – The Smart Worker keeps up to date with what is happening in his profession and industry\n7  -The Smart Worker: constantly strives to improve her productivity\n8 – The Smart Worker thrives on autonomy\n\n\n
- The Smart Worker : recognises that she learns continuously as she does her job\n The Smart Worker wants immediate access to solutions to his performance problems\n3 – The Smart Worker is happy to share what she knows\n4 – The Smart Worker relies on a trusted network of friends and colleagues\n5 – The Smart Worker learns best with and from others\n6 – The Smart Worker keeps up to date with what is happening in his profession and industry\n7  -The Smart Worker: constantly strives to improve her productivity\n8 – The Smart Worker thrives on autonomy\n\n\n
this is a game changer. changing the way our brains work. \nthe information is there for us. encourage learners to find to go find it. immediate access. Cathy Davidson - Now You See It\n
Today’s learners are eager to share\n\nInitial trepidations: \n-I dont have the time\n-No one wants to hear what I have to say \n-What if someone I work with reads the group, not Big Brother\n\n
3. Happy to share what she knows\nCC-the only valid solutions are in house; dont let people create content! they might be incorrect! people might abuse the system! \nEE- we can't possibly create everything for everyone; usable content is preferred to sophisticated content; let's tap into the growing phenomenon of sharing! help and enable this process - content is moderated by the group, not Big Brother\nis!? \n\n
\n
Social learning element: Encourages curation of content for dissemination of information\n
So let’s look at a typical networks - what’s influencing teachers and administrators in their practice?\nThese are all great sources, and no one is suggesting that we forgo those relationships for the use of social media alone. \nSo this is what a new “room” might look like. Examine the influences. \n
5. Learns best with and from others\nCC- we'll "force" social learning can occur under our watch only\nEE - we can't force social learning; we can only provide a framework where conversations can happen; social learning happens informally, anytime anywehre; encourage informal mentoring to exchange knowledge and skills\n\nInnovative teaching/learning processes are most often characterised by group exercises, teamwork or individual study. The emphasis is on learning rather than teaching. Exercises in this context mostly take the form of experimental research projects designed to maintain students' curiosity, and also providing long-term motivation to search for solutions independently.\n
David Weisenberg\nshare google docs story -K-3 reading conference\n
So where does it start? The changing role of administrators- we need to assume the “encourage and engage” mode”\nWe need to model for our teachers and students the use of these tools.\n
Our students are building digital footprints and we have to help make sure they’re positive. It’s happening NOW. Stop worrying about 5-10 yrs from now. We need to help our kids NOW. \nHow many of you have Googled yourself? You want to make sure what’s coming up on that search is what you want to define you. We have to model this.\n\n
Our students are building digital footprints and we have to help make sure they’re positive. It’s happening NOW. Stop worrying about 5-10 yrs from now. We need to help our kids NOW. \nHow many of you have Googled yourself? You want to make sure what’s coming up on that search is what you want to define you. We have to model this.\n\n
Our students are building digital footprints and we have to help make sure they’re positive. It’s happening NOW. Stop worrying about 5-10 yrs from now. We need to help our kids NOW. \nHow many of you have Googled yourself? You want to make sure what’s coming up on that search is what you want to define you. We have to model this.\n\n
So here are some of the tools we have used in a variety of ways to promote the encourage “and engage” mode - sharing some of the tools that have helped our shifting our roles\nSocial Media is: free, connected, reflective, available\n
What does this journey look like? \n organizational learning- social learning \n enhance communications\n strengthen school-community relationships\n facilitate PD opportunities\n innovative learning \n build powerful PLNs \n
Modeling for my teachers - here is the effect of my organizational efficiency - the social media tools listed there \nstarted simply- daily update emails; moved to the wiki where we house everything- think about simple communications ; amped up communication with parents \nETC this year - share story of reading conference work \nmeeting info summaries to avoid meetings\n\n
the shifting role of the teacher\n“We are all learners. We are all teachers.” - Prensky Elementary school teacher: "The function of the teacher as a leader (often 'omnipotent') is being replaced by a new role as companion and partner in the acquisition of knowledge.\n
Smart worker thrives on autonomy - DRIVE - FedEx Days\norganized the whole day through social media\nteachers used feedback forms\nsaw the move from consumer of info to producer and sharer - I now have teachers blogging and putting their ideas out there for others to see\n\n2 – In Social Business: Revolution or Differentiator? Seth Gottlieb picks up on Deb Lavoy’s article (curated in Part 1) and makes the following observation – which I think is just as relevant for social learning.\n“Anything social is about people and their connections. To be authentic in social business, your business has revolve around people. You can’t fake it. You can’t talk about people as “resources” and then turn around expect them to feel like they are members of a community. Treat someone like a resource and he will behave like a resource. He will not invest his personal identity to advocate for an organization. He will save his personality and creativity for whatever community treats him like a person. That may include friendships he has formed at work but not to the organization itself.”\n\n
Innovative teaching and learning- I’m not saying using these tools are going to make your classrooms innovative. But they can add value that was unavailable before. We look to the 4Cs when deciding choices to involve students in social media use.\n\n\nInnovative teaching: changing role of teacher; can it be adapted to other settings? widespread opportunity to access info; provides a new element than offered with current practic; \n
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google docs - student project groups \nteacher-student and peer conferencing writing with comments and chat boxes\nstory from IU reading comp - google docs resource with my team\nthis summer RtII packet and data analysis planning with admin team\nEdmodo - organizing assignemnts and activities and student groups \n
google docs - presentations\nPrezis \nblog writing \nLittle Bird Tales\nStorybird - look at Kerry’s and comment\n\n
authentic voices\nblogs - advantage over newsletters, two-way communications, archives, etc.\nstudent writing strengths through blogs\nsharing through video \nnotices to parents and alerts- via facebook and twitter\nforms to parents, teachers, students\ntext alerts to parents using google docs\nEdmodo\nteacher blogs -kids can update, parents can see what we’re doing, clear communication, embedded calendars, links to \n
so many tools, make it meaningful for learning\n
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social contributions , collective action \n
4 scaffolding stages to mastering the connected world: share, cooperate (connect), collaborate, collective action\nHere Comes Everybody Cognitive Surplus\n
the unknown is scary, but we need to lead the way in modeling lead learning for our schools. show them you’re not afraid to create and try new things, and share your ideas. \n