This document provides an overview of a lecture on best practices for using social networking to learn, master, and teach Black/Africana studies. The lecture covers topics like exploring social networking applications, microblogging, Twitter, why educators should use social media, and tools like blogging and podcasting. The goal is to help attendees understand how to interact and share knowledge online as "prosumers" in virtual communities using various social media platforms and applications.
The document discusses Martin Brown and the Be2camp story. Be2camp is focused on how web 2.0 applications could help build a more collaborative and sustainable built environment. Be2camp events bring people together for discussions, demonstrations, and sharing ideas. Be2camp has hosted numerous events in various locations and is planning future events. The document provides details on Be2camp's online organization and strategies.
The document discusses social media and its use for universities. It notes that universities are quick to adopt social media because their audiences are already engaged on these platforms. It provides examples of how universities can engage alumni through LinkedIn, Facebook, and Twitter. The document also shares statistics on the growth and usage of Facebook, including that it has over 300 million active users and more fans than many universities and their departments.
Social media tools are enabling more collaboration and sharing of ideas outside traditional structures. This "amateur innovation" allows anyone to share expertise. In schools, social media is being used to market the school, share student work, give reminders and praise, and update families during trips. While social media has benefits for learning, there are also risks like privacy issues, inappropriate content, and cyberbullying. Schools must consider policies around vetting comments, privacy settings, and legal liability when using social media.
This document summarizes a workshop on active learning and engaging teaching technologies. It discusses how today's students are immersed in digital technologies and social media. It also explores pedagogical approaches like flipped classrooms and use of open educational resources. Emerging technologies are presented that have potential to support sound teaching models, if used appropriately while considering issues like data protection, intellectual property rights, and privacy.
Resistance is Futile: The dynamics of the Science CollectiveJudy O'Connell
Educators are increasingly using new media and digital technologies to teach and engage their 21st century students. Reading, writing, gaming, trans-media, immersive worlds, augmented reality, and Web 3.0 are all part of the new digital frontiers. Whether it’s science or science fiction, Alice in Wonderland or Angry Birds, the dynamics of this new information ecology can transform science classroom experiences. Assimilate these ideas, tools and techniques into your ‘collective’ ~ Resistance is futile.
Why Networks Matter in Teaching & LearningAlec Couros
1. Networks allow for collective intelligence, social support, and an expanding community of learners. As technology evolves, networks provide new opportunities for connecting with others and developing relationships that support teaching and learning.
2. Personal learning networks (PLNs) and the connections formed within them can replace isolation with collaboration, reinventing professional development and allowing voices to be heard beyond traditional boundaries.
3. The future of learning involves moving from fixed and closed systems to open, diffuse social networks where people and knowledge can flow freely. Learners now have more control over accessing information from around the world through platforms like YouTube.
This presentation provides an overview of free technology and Web 2.0 tools that libraries can use. It discusses tips for using social media effectively and lists various tools for creating websites, multimedia, tutorials, presentations, homework help, marketing libraries, and cloud applications. Examples of library websites integrating social media are also presented. The presentation aims to showcase the many free resources available to libraries for engaging patrons online.
This document provides an overview of using social networking for health education. It defines social networking as expanding relationships through electronic media. Popular social media platforms discussed include Facebook, MySpace, LinkedIn, blogs and microblogging sites. Current research shows that social networking accounts for a significant portion of internet usage. The document suggests strategies for health educators to integrate social networking, such as sharing health information and creating tailored messages to reach large audiences.
The document discusses Martin Brown and the Be2camp story. Be2camp is focused on how web 2.0 applications could help build a more collaborative and sustainable built environment. Be2camp events bring people together for discussions, demonstrations, and sharing ideas. Be2camp has hosted numerous events in various locations and is planning future events. The document provides details on Be2camp's online organization and strategies.
The document discusses social media and its use for universities. It notes that universities are quick to adopt social media because their audiences are already engaged on these platforms. It provides examples of how universities can engage alumni through LinkedIn, Facebook, and Twitter. The document also shares statistics on the growth and usage of Facebook, including that it has over 300 million active users and more fans than many universities and their departments.
Social media tools are enabling more collaboration and sharing of ideas outside traditional structures. This "amateur innovation" allows anyone to share expertise. In schools, social media is being used to market the school, share student work, give reminders and praise, and update families during trips. While social media has benefits for learning, there are also risks like privacy issues, inappropriate content, and cyberbullying. Schools must consider policies around vetting comments, privacy settings, and legal liability when using social media.
This document summarizes a workshop on active learning and engaging teaching technologies. It discusses how today's students are immersed in digital technologies and social media. It also explores pedagogical approaches like flipped classrooms and use of open educational resources. Emerging technologies are presented that have potential to support sound teaching models, if used appropriately while considering issues like data protection, intellectual property rights, and privacy.
Resistance is Futile: The dynamics of the Science CollectiveJudy O'Connell
Educators are increasingly using new media and digital technologies to teach and engage their 21st century students. Reading, writing, gaming, trans-media, immersive worlds, augmented reality, and Web 3.0 are all part of the new digital frontiers. Whether it’s science or science fiction, Alice in Wonderland or Angry Birds, the dynamics of this new information ecology can transform science classroom experiences. Assimilate these ideas, tools and techniques into your ‘collective’ ~ Resistance is futile.
Why Networks Matter in Teaching & LearningAlec Couros
1. Networks allow for collective intelligence, social support, and an expanding community of learners. As technology evolves, networks provide new opportunities for connecting with others and developing relationships that support teaching and learning.
2. Personal learning networks (PLNs) and the connections formed within them can replace isolation with collaboration, reinventing professional development and allowing voices to be heard beyond traditional boundaries.
3. The future of learning involves moving from fixed and closed systems to open, diffuse social networks where people and knowledge can flow freely. Learners now have more control over accessing information from around the world through platforms like YouTube.
This presentation provides an overview of free technology and Web 2.0 tools that libraries can use. It discusses tips for using social media effectively and lists various tools for creating websites, multimedia, tutorials, presentations, homework help, marketing libraries, and cloud applications. Examples of library websites integrating social media are also presented. The presentation aims to showcase the many free resources available to libraries for engaging patrons online.
This document provides an overview of using social networking for health education. It defines social networking as expanding relationships through electronic media. Popular social media platforms discussed include Facebook, MySpace, LinkedIn, blogs and microblogging sites. Current research shows that social networking accounts for a significant portion of internet usage. The document suggests strategies for health educators to integrate social networking, such as sharing health information and creating tailored messages to reach large audiences.
This document describes a new curriculum innovation module on online social networks. The module aims to discuss social networks from interdisciplinary perspectives including technology, social science, and business. It will be taught by five tutors from three different faculties and include group projects, individual reflections, and a core assessment involving a group presentation. The module aims to provide students with holistic understanding of social networks and their impact on society. It is intended to be a core module for certain degree programs and encourage life-wide and life-long learning approaches.
Social Software In The Travel & Tourism Industry, & In Teaching A Sustainable...Tin180 VietNam
The document discusses the use of social media and Web 2.0 tools in education, specifically their application in a sustainable tourism course. It outlines various social software like blogs, wikis, and podcasts that were utilized. It also provides an overview of the course structure, assignments involving these tools, and student feedback on their effectiveness for online learning.
The document provides information about professional development opportunities for educators through WGTE Public Media, including schedules, sessions, and grant information. Educators can sign up for professional development credit through Lourdes College and participate in sessions on topics like SMART Boards, Google tools, and social media. WGTE also offers "BIG Tech Paks" that provide technology equipment and training, and resources are highlighted for subjects like environmental science, engineering week at Imagination Station, and the Toledo Museum of Art's online educator resources. Grants through ING and Horace Mann are also noted.
Library 2.011 Free Web Tools for Libraries Cheryl Peltier-DavisCheryl Peltier-Davis
This document provides information about various Web 2.0 tools and how they can be used in libraries. It begins with defining Web 2.0 and listing some common Web 2.0 tools. Each tool is then described in more detail with examples of how it can be used by libraries. The document concludes with resources for staying up to date with new Web 2.0 tools.
Bryce biggs talk to trainers network finalBryce Biggs
This presentation deals with social learning and social media and the possible use of social learning tools to enhance employee engagement. It was presented to public service
This document discusses how web 2.0 tools can change education. It begins by quoting Steve Hargadon who believes the two-way nature of the internet will lead to astounding changes that we cannot imagine. It then discusses how today's students are digital natives who are visual, multi-tasking, and prefer instant access to information. Educators must adapt to these changes by focusing less on specific technologies and more on developing 21st century skills like communication, collaboration, and problem solving. Web 2.0 tools like wikis, blogs, and social networking allow students to engage with information in new ways and help teachers build personal learning networks to stay current.
The Social Web and the Information Professional: Risks and Opportunitieslisbk
Rehearsal of a talk on "The Social Web and the Information Professional: Risks and Opportunities" given by Brian Kelly, UKOLN at a CILIP Council meeting on 29 April 2009. The recording took place on 24 April 2009.
See http://www.ukoln.ac.uk/cultural-heritage/events/cilip-council-2009/
The welcome slides given by Brian Kelly, UKOLN at UKOLN's IWMW 2012 event held at the University of Edinburgh on 18-20 June 2012.
See http://iwmw.ukoln.ac.uk/iwmw2012/talks/welcome/
"Pimp Up Your Stuff!": How To Exploit The Social Weblisbk
Using social web services like blogs, wikis, social networks and video sharing sites can help maximize access to an organization's resources, ideas and brand. These services allow engagement with potential audiences and monitoring how the organization is discussed online. An example is given of the Brooklyn Museum which uses services like blogs, Facebook, Flickr and YouTube very effectively. It is concluded that ignoring the potential of social media risks losing out to peers, and using these services can support an organization's mission.
Social Networking Literacy Skills: Recasting the Readers Services Librarians'...Fe Angela Verzosa
Presented at the Philippine Association of Academic/Research Librarians' Summer Seminar-Workshop on the theme “Librarians at their Best: Envisioning and Realizing Multilevel and Progressive Readers Services” (Lyceum of Aparri, Cagayan, 29 April - 1 May 2009) by Fe Angela M. Verzosa.
This document discusses how libraries can leverage social media to become more engaging and community-focused. It provides examples of how libraries are using various social media platforms like Facebook, Twitter, Flickr, and Google+ to connect with users, share content, and foster collaboration. The key message is that libraries need an online presence and must embrace social media to remain relevant in today's technology-driven world where users increasingly access and share information online.
Embracing Library 2.0 and Web 2.0 for Quality Library ServiceFe Angela Verzosa
lecture delivered at the Conference on "Emerging Landscape, Mindscape and Netscape of the Philippine Books, Information Science and Technology for Quality Services," sponsored by Davao Colleges and Universities Network and Mindanao Alliance of Educators in Library and Information Science, held on Aug 13-15, 2008 at Philippine Women College, Davao City, Philippines
New to the Sector? New to Web Management? New to IWMW?lisbk
Talk by Brian Kelly, UKOLN on "New to the Sector? New to Web Management? New to IWMW?" given at UKOLN's IWMW 2012 event held in Edinburgh on 18-20 June 2012.
See http://iwmw.ukoln.ac.uk/iwmw2012/talks/newcomers/
This webinar focuses on the usage of Social Software and Web2.0 for teaching and learning. The webinar gives an overview on available web-tools and services that are useful for teaching and learning. The broad range of social media applications enables new forms of online interaction. They are suited to work together, to support creating content, and to share it in your community. In order to transfer these opportunities to education we will identify applicaton scenarios, good practices, and discuss opportunities and limitations of the tools and services for their effective use.
The document discusses how to lead with Web 2.0 tools. It provides an overview of Web 2.0 and examples of tools like podcasting, blogging, wikis, and social bookmarking. It explains how these tools can be used for education, professional development, staff collaboration, and parent communication. Specific applications are described, such as using podcasts for student projects, blogs for book reports, and wikis for staff planning.
OER activities through University of Michigan, African Health OER Network, an...Kathleen Ludewig Omollo
In November 2011, I was invited to give a presentation about OER at U-M, KNUST, and the larger African Health OER Network to 70-80 third- and final year Department of Communication Design (DeCoDe) Students in the College of Arts at KNUST.
This 75 minute presentation-discussion focused on: What are OER?
Origins of African Health OER Network; Activities of African Health OER Network; Origins of OER at University of Michigan; OER activities within University of Michigan; Other Student-Led OER activities around the world; Collective Brainstorming for OER at DeCoDe; and Concluding Remarks.
This document summarizes a presentation on incorporating Web 2.0 tools into classroom practice. It describes technologies like RSS, blogs, wikis, podcasting, social bookmarking, social networking, Flickr, YouTube, e-portfolios and virtual worlds. Examples are given of how each tool can be used for teaching, learning, collaboration and professional development. The document concludes that adopting social software in schools requires developing teacher and student comfort, confidence and creativity with these new technologies.
A brief, half hour presentation for the School of Dentistry Bootcamp series, reduced from a 2 hour session taught in Second Life during Enriching Scholarship 2008.
This presentation introduces LiquidJournals, a tool for dissemination of scientific knowledge in web era. It also shows mockups and screenshots of the prototype which we are developing (1st version - end of June 2010)
This document describes a new curriculum innovation module on online social networks. The module aims to discuss social networks from interdisciplinary perspectives including technology, social science, and business. It will be taught by five tutors from three different faculties and include group projects, individual reflections, and a core assessment involving a group presentation. The module aims to provide students with holistic understanding of social networks and their impact on society. It is intended to be a core module for certain degree programs and encourage life-wide and life-long learning approaches.
Social Software In The Travel & Tourism Industry, & In Teaching A Sustainable...Tin180 VietNam
The document discusses the use of social media and Web 2.0 tools in education, specifically their application in a sustainable tourism course. It outlines various social software like blogs, wikis, and podcasts that were utilized. It also provides an overview of the course structure, assignments involving these tools, and student feedback on their effectiveness for online learning.
The document provides information about professional development opportunities for educators through WGTE Public Media, including schedules, sessions, and grant information. Educators can sign up for professional development credit through Lourdes College and participate in sessions on topics like SMART Boards, Google tools, and social media. WGTE also offers "BIG Tech Paks" that provide technology equipment and training, and resources are highlighted for subjects like environmental science, engineering week at Imagination Station, and the Toledo Museum of Art's online educator resources. Grants through ING and Horace Mann are also noted.
Library 2.011 Free Web Tools for Libraries Cheryl Peltier-DavisCheryl Peltier-Davis
This document provides information about various Web 2.0 tools and how they can be used in libraries. It begins with defining Web 2.0 and listing some common Web 2.0 tools. Each tool is then described in more detail with examples of how it can be used by libraries. The document concludes with resources for staying up to date with new Web 2.0 tools.
Bryce biggs talk to trainers network finalBryce Biggs
This presentation deals with social learning and social media and the possible use of social learning tools to enhance employee engagement. It was presented to public service
This document discusses how web 2.0 tools can change education. It begins by quoting Steve Hargadon who believes the two-way nature of the internet will lead to astounding changes that we cannot imagine. It then discusses how today's students are digital natives who are visual, multi-tasking, and prefer instant access to information. Educators must adapt to these changes by focusing less on specific technologies and more on developing 21st century skills like communication, collaboration, and problem solving. Web 2.0 tools like wikis, blogs, and social networking allow students to engage with information in new ways and help teachers build personal learning networks to stay current.
The Social Web and the Information Professional: Risks and Opportunitieslisbk
Rehearsal of a talk on "The Social Web and the Information Professional: Risks and Opportunities" given by Brian Kelly, UKOLN at a CILIP Council meeting on 29 April 2009. The recording took place on 24 April 2009.
See http://www.ukoln.ac.uk/cultural-heritage/events/cilip-council-2009/
The welcome slides given by Brian Kelly, UKOLN at UKOLN's IWMW 2012 event held at the University of Edinburgh on 18-20 June 2012.
See http://iwmw.ukoln.ac.uk/iwmw2012/talks/welcome/
"Pimp Up Your Stuff!": How To Exploit The Social Weblisbk
Using social web services like blogs, wikis, social networks and video sharing sites can help maximize access to an organization's resources, ideas and brand. These services allow engagement with potential audiences and monitoring how the organization is discussed online. An example is given of the Brooklyn Museum which uses services like blogs, Facebook, Flickr and YouTube very effectively. It is concluded that ignoring the potential of social media risks losing out to peers, and using these services can support an organization's mission.
Social Networking Literacy Skills: Recasting the Readers Services Librarians'...Fe Angela Verzosa
Presented at the Philippine Association of Academic/Research Librarians' Summer Seminar-Workshop on the theme “Librarians at their Best: Envisioning and Realizing Multilevel and Progressive Readers Services” (Lyceum of Aparri, Cagayan, 29 April - 1 May 2009) by Fe Angela M. Verzosa.
This document discusses how libraries can leverage social media to become more engaging and community-focused. It provides examples of how libraries are using various social media platforms like Facebook, Twitter, Flickr, and Google+ to connect with users, share content, and foster collaboration. The key message is that libraries need an online presence and must embrace social media to remain relevant in today's technology-driven world where users increasingly access and share information online.
Embracing Library 2.0 and Web 2.0 for Quality Library ServiceFe Angela Verzosa
lecture delivered at the Conference on "Emerging Landscape, Mindscape and Netscape of the Philippine Books, Information Science and Technology for Quality Services," sponsored by Davao Colleges and Universities Network and Mindanao Alliance of Educators in Library and Information Science, held on Aug 13-15, 2008 at Philippine Women College, Davao City, Philippines
New to the Sector? New to Web Management? New to IWMW?lisbk
Talk by Brian Kelly, UKOLN on "New to the Sector? New to Web Management? New to IWMW?" given at UKOLN's IWMW 2012 event held in Edinburgh on 18-20 June 2012.
See http://iwmw.ukoln.ac.uk/iwmw2012/talks/newcomers/
This webinar focuses on the usage of Social Software and Web2.0 for teaching and learning. The webinar gives an overview on available web-tools and services that are useful for teaching and learning. The broad range of social media applications enables new forms of online interaction. They are suited to work together, to support creating content, and to share it in your community. In order to transfer these opportunities to education we will identify applicaton scenarios, good practices, and discuss opportunities and limitations of the tools and services for their effective use.
The document discusses how to lead with Web 2.0 tools. It provides an overview of Web 2.0 and examples of tools like podcasting, blogging, wikis, and social bookmarking. It explains how these tools can be used for education, professional development, staff collaboration, and parent communication. Specific applications are described, such as using podcasts for student projects, blogs for book reports, and wikis for staff planning.
OER activities through University of Michigan, African Health OER Network, an...Kathleen Ludewig Omollo
In November 2011, I was invited to give a presentation about OER at U-M, KNUST, and the larger African Health OER Network to 70-80 third- and final year Department of Communication Design (DeCoDe) Students in the College of Arts at KNUST.
This 75 minute presentation-discussion focused on: What are OER?
Origins of African Health OER Network; Activities of African Health OER Network; Origins of OER at University of Michigan; OER activities within University of Michigan; Other Student-Led OER activities around the world; Collective Brainstorming for OER at DeCoDe; and Concluding Remarks.
This document summarizes a presentation on incorporating Web 2.0 tools into classroom practice. It describes technologies like RSS, blogs, wikis, podcasting, social bookmarking, social networking, Flickr, YouTube, e-portfolios and virtual worlds. Examples are given of how each tool can be used for teaching, learning, collaboration and professional development. The document concludes that adopting social software in schools requires developing teacher and student comfort, confidence and creativity with these new technologies.
A brief, half hour presentation for the School of Dentistry Bootcamp series, reduced from a 2 hour session taught in Second Life during Enriching Scholarship 2008.
This presentation introduces LiquidJournals, a tool for dissemination of scientific knowledge in web era. It also shows mockups and screenshots of the prototype which we are developing (1st version - end of June 2010)
The exponential growth of social media and ubiquitous use of mobile technology has changed the way we communicate both socially and for many also professionally. It is therefore timely to consider how social media can be used to develop personal learning networks and through open sharing find opportunities to also develop our scholarly practice.
This document discusses how to build a personal learning network (PLN) using social media tools. It defines a PLN as a personally chosen collection of resources one can access to support learning. Several social media tools are described that can be used to connect with other language teachers, share resources and ideas, and adapt activities. These include Twitter, blogs, Diigo, Facebook, YouTube, and wikis. Developing an effective PLN through social media can create a virtuous circle of sharing that avoids problems and leads to stronger teaching outcomes.
Social media and Web 2.0 tools are changing the way we teach and learn. These tools allow for greater accessibility, immediacy, and interactivity in communication. Over half of online youth ages 12-17 use social networking sites like Facebook and Twitter, primarily to connect with friends and meet new people. Tools like YouTube, microblogging on Twitter, Google Apps, Wikipedia, and social bookmarking have implications for teaching and learning by engaging students, facilitating collaboration and sharing, and developing skills like visual literacy, research, and information literacy.
Presentation given at the Open CourseWare Consortium global conference on May 10, 2013.
Short URL: http://openmi.ch/ocwcg2013.
Abstract available at: http://conference.ocwconsortium.org/index.php/2013/2013/paper/view/460.
Download slides (PPT, PDF) and speaker notes (RTF) at: http://open.umich.edu/node/7273/.
This document discusses using social media in education. It begins by outlining the objectives of explaining what social media is, describing common social media networks, considering pros and cons of using social media in education, and integrating social media tools into teaching. Examples of social media discussed include microblogging platforms like Twitter which allow brief text updates, Facebook for building online networks, and social bookmarking tools like Delicious for sharing and organizing web resources. Reasons to use social media in education include facilitating communication, supporting social constructivism, and extending learning beyond the classroom. Issues to consider include equity, privacy, information integrity, and institutional support.
The document discusses the use of social media in academia. It provides definitions of social media from various sources and outlines some of the key technologies and characteristics of social media. Examples of using social media for enhancing teaching and learning, collaboration, project management, and creating personal learning networks in educational settings are mentioned.
The document provides information about professional development opportunities for educators through WGTE Public Media, including schedules, sessions, and grant information. Sessions include topics like using SMART Boards, flip cameras, Google tools, and social media in the classroom. Educators can also sign up to receive credits from Lourdes College. The document announces contests to win technology like flip cameras and resources for teaching subjects like environmental science, black history, and engineering. It also provides information on searching the Toledo Museum of Art's education resources online and grants for educational projects from organizations like ING and Horace Mann.
The document provides information about professional development opportunities for educators through WGTE Public Media, including schedules, descriptions, and pricing for single session and series-based professional development sessions on various technology-related topics. It also announces contests and grants for educators, as well as resources on environmental science, Black History Month, and the Toledo Museum of Art.
The document provides information about professional development opportunities and resources available from WGTE Public Media in February 2011. It announces schedules and topics for professional development sessions on technology integration tools like SMART Boards, Flip cameras, and social media. It also describes contests to win technology prizes, and links to online resources on civil rights, environmental science, and tools available through the Toledo Museum of Art.
Presentation for BCE ICT Forum and QSITE 1 day event 13 October, 2008.
Amanda will discuss the relevance of connectivism theories of
learning and the use of Web 2.0 or social technologies for building the connections between learners - where learners
is both students and teachers. Questions will be posed for reflection on participants connections for their own
learning and the opportunities available within a globally connected world.
Dr. Clarke In His Own Words_ African Education At the Crossroads. RBG Communiversity
This document provides an autobiographical account from Dr. John Henrik Clarke reflecting on his life and work as an historian, author, and activist. Some key points:
- Clarke was born in 1915 in Alabama and grew up in a sharecropping family, working various jobs from a young age to support himself and his education.
- He had a passion for history from a young age and left the South to pursue further education and a career focused on researching and teaching African history.
- Throughout his life, Clarke authored hundreds of works on African history and the African diaspora. He also founded or helped establish numerous organizations focused on African and African American studies.
- Clarke dedicated his career to
Political Report to the 7th Congress of the African People's Socialist Party USARBG Communiversity
The document is the political report from the chairman of the African People's Socialist Party to the party's Seventh Congress. It discusses the party's role as the vanguard and advanced detachment of the African revolution. It provides the party's history and achievements over its 45+ year existence. It emphasizes the party's goal of seizing state power in Africa to liberate the continent from imperialism and establish socialism under the leadership of the African working class.
Dr. Amos N. Wilson_The Battle Must Be Joined | A Revolutionary PoemRBG Communiversity
This document calls for joining the battle against racism through direct action and confrontation. It states that true change requires risking defeat, fighting "hand to hand" through institutions and traditions, and creating a new world order through rebuilding and restoring what has been destroyed. The battle must be fought through the mind, spirit, will, money, technology, and physical confrontation if needed. Ultimately, change depends on ordinary people taking up the challenge and making this new world their own.
The Revolutionary Psychology of Dr. Amos N. Wilson_text only versionRBG Communiversity
1) The passage discusses the revolutionary psychology of Dr. Amos N. Wilson and emphasizes the need to join the battle for liberation through concrete action and building new institutions.
2) It criticizes assimilationist leadership that seeks integration into white systems of power and calls for a true nationalist movement that works to replace oppressive systems with Afrocentric alternatives through entrepreneurship and future-oriented work.
3) A true nationalist educates both children and adults, builds international networks, and delegates power rather than being obsessed with the past or destroyed civilizations. Nationalism requires concrete progress.
Imperialism 101_ Chapter 1 of Against Empire by Michael ParentiRBG Communiversity
This document provides an overview and analysis of imperialism. It discusses how imperialism has shaped world history over the past few centuries through the colonization and oppression of indigenous peoples. While imperialism has had massive impacts, it is often ignored or sanitized in mainstream discourse. The document examines the economic drivers of capitalist imperialism, how it has exploited the land, labor and resources of the global south for profit. It also debunks common myths used to justify imperialism, such as the notion that colonized regions were inherently poor or culturally backward.
This document outlines standards and guidelines for members of the African People's Socialist Party. It discusses that Party members must be committed to serving the people and struggling for African liberation, unity, and socialism. The Party aims to educate the masses and lead them in struggles to solve their problems and undermine the imperialist system. The document explains the Party's revolutionary strategy and role in developing the political consciousness of the people through organizing struggles. It emphasizes the importance of discipline and subordinating individual interests to serve the Party and liberation movement.
This document contains multiple quotes from Malcolm X on a variety of topics:
1) Malcolm X criticizes those in the black community who are too comfortable with their current situation and unwilling to push for further progress and change.
2) He expresses that while he is against racism and discrimination, he does not view himself as an American due to the oppression black people face in the U.S.
3) Malcolm X emphasizes the importance of black unity before trying to unite with other groups, and calls for greater understanding between black people to overcome divisions.
This document summarizes key points from Dr. Amos Wilson's book "Blueprint for Black Power" regarding economics and Afrikan nationalism. It discusses Wilson's argument that an African American/Caribbean/Pan-African bloc could generate significant black power to counter white and Asian power networks. It also analyzes potentially powerful black institutions and advocates for greater use of financial tools and institutions to promote economic empowerment. Wilson asserts that true black power requires ownership and control over critical resources like property, wealth, and organization, rather than just political offices. The responsibility of the African American community is to ensure Africa's economic development and invest in rebuilding Africa.
The 14-Point Platform of the African People's Socialist Party outlines their core beliefs and goals. The key points are:
1) They believe African people in the US experience colonial domination and oppression, and seek peace, dignity, and self-determination.
2) They believe the capitalist system exploits African labor and want rights to economic development and jobs that benefit their people.
3) They do not believe African people have meaningful political representation, so do not want to pay taxes to the US government.
4) They want freedom of speech and association to organize for liberation without fear of imprisonment or harm.
5) They view all African people as part of a single entity, and want the
From: Chairman Omali Yeshitela , Ch. 3. The Theory of African Internationalism. In: An Uneasy Equilibrium - Commemorative Edition: The African Revolution Versus Parasitic Capitalism, Burning Spear Uhuru Publications, 2014.
Chinweizu_ Marcus Garvey and Black Power (Parts 1 through 6)RBG Communiversity
Garvey argued that the Black race will be exterminated if it does not build a Black superpower in Africa by the end of the century. He summarizes Marcus Garvey's legacy, including his institution building, profound ideas, and projects for successors. Key aspects of Garvey's legacy were his establishment of political, business, social, and paramilitary institutions through the UNIA; ideas like race first, racial autonomy, self-reliance, nation building, and industrialization; and his dramatization of Black power that inspired future leaders despite attempts to discredit him.
Decolonizing the African Mind: Further Analysis and Strategy_Dr. Uhuru HotepRBG Communiversity
This document provides an overview and framework for discussing the psychology of African liberation. It discusses how Europeans perfected methods of psychological manipulation and control over Africans through processes of colonization, deculturalization, and mis-education. These processes aim to strip Africans of their culture and replace it with European culture in order to manipulate and control them. The document outlines the history of European colonialism in Africa and how it led to the colonization of African lands, knowledge, and minds. It discusses how deculturalization and mis-education have affected African Americans and aims to brainwash them. The document concludes by discussing the need to decolonize the African mind through reversing these processes and embracing African concepts and orientations.
2017 African People's Socialist Party Plenary Putting Revolution Back On the ...RBG Communiversity
The document discusses an African People's Socialist Party plenary meeting to assess progress on implementing the goals established at the party's sixth congress five years prior. It describes the imperialist crisis exacerbating political instability in the US and challenges facing the African liberation movement. The party sees itself as providing revolutionary leadership for the African working class to achieve socialist liberation and unification against neocolonial forces promoting dependency.
This document summarizes the evolution of scholarship on the Black Power movement. It notes that early narratives portrayed Black Power negatively and dismissed its impact. However, over the past 15 years, new scholarship has provided nuanced analyses that demystify the movement and document its profound implications. The essay examines how the study of Black Power has grown from being part of civil rights historiography to becoming its own distinct field. It traces the roots of the Black Power movement in earlier 20th century radicalism and outlines some of the movement's key activities and impacts during the late 1960s and early 1970s.
African People’s Socialist Party 14-Point Platform Study-GuideRBG Communiversity
The document provides an overview of the 14-Point Platform of the African People's Socialist Party, which was adopted in 1981. It states that studying the 14 points equips members to understand the Party's theory of African Internationalism and take action to liberate Africa and African people everywhere. The 14 points are considered the basic political education course for understanding the Party's ideology and practice. The document urges members to memorize and internalize the 14 points and use them daily in organizing Africans to liberate Africa and their people.
This document contains Malcolm X's speech given at the London School of Economics in 1965. In it, he makes 3 key points:
1) American society is racist and uses the media to portray Black communities as criminal to justify police brutality and oppression.
2) Western powers manipulate the media to control the narrative around conflicts in Africa, portraying violence against Black communities as justified while ignoring mass murder.
3) Centuries of colonial rule created a negative image of Africa that caused Black people in the West to internalize racism and hate their African identity and features.
ATTICA PRISON UPRISING 101-A SHORT PRIMER By Mariame Kaba, Project NIARBG Communiversity
This document provides background information on the 1971 Attica Prison uprising in three pages. It summarizes that tensions were rising at Attica due to overcrowding, poor conditions, and racial segregation. On September 8th, 1971, two prisoners were sent to solitary confinement ("the box") after an altercation, sparking outrage among the inmate population. The next day, prisoners took control of the facility, taking guards as hostages. After four days of negotiations, state police stormed the prison, killing 39 people in the process and ending the uprising. The document aims to provide context on the conditions and circumstances that led up to the rebellion.
The Political Report to the Sixth Congress of the African People’s Socialist ...RBG Communiversity
The document provides an overview of the African People's Socialist Party and the political context surrounding its Sixth Congress. It notes that the Party was founded in 1972 in the aftermath of the defeat of the Black Revolution of the 1960s. It argues that the Party's leadership is now needed more than ever as imperialism enters a crisis period. The Party recognizes the defeat of previous revolutionary struggles and aims to complete what was started rather than accept limitations. It asserts that the Party's role is to continue providing revolutionary leadership to the African masses and lead the Final Offensive Against Imperialism.
The Black Power Movement, A State of the Field. Joseph PE, 2009.RBG Communiversity
This document summarizes the evolution of scholarship on the black power movement. It discusses how early narratives portrayed black power negatively, undermining civil rights struggles. Recent studies have provided more nuanced perspectives, establishing black power studies as a field. The black power movement fundamentally transformed racial justice struggles through uncompromising pursuit of social, political, cultural, and economic change across various areas like education, politics, and women's issues. The meaning and impact of black power remains complex with both positive and negative dimensions.
National Humanities Center Resource Toolbox
The Making of African American Identity: Vol. III, 1917-1968
Stokely Carmichael.Toward Black Liberation The Massachusetts Review Autumn 1966 Excerpt*
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
How to Use the Internet to Learn, Master and Teach Black / Africana Studies: Part I I
1. Best Practices in Web 2.0
RBG Communiversity
Education (Social Networking)
Presenter: RBG Street Scholar
Aka, HOW TO USE THE INTERNET TO
LEARN, MASTER AND TEACH BLACK /
AFRICANA STUDIES Part II
For: BEPAA,
Board for the Education of People of African Ancestry
Lecture and Workshop
Saturday, June 30, 2012
1
2. RBG Communiversity
How to Use the
Internet
To Learn,
Master & Teach
Black Black/
Africana
Studies Part II
BEPAA, Board for the Education of People of African Ancestry
Lecture and Workshop 2
Saturday, June 30, 2012
3. Topics Covered:
1) Exploring Best Practices in Social Networking
2) Computer Revolution / Communication / Information age
3) What is Social Networking?
4) The Conversation: The Art of Listening, Learning and
Sharing
5) Social Networking Applications
6) Microblogging “tweets” Link to cell phone
7)Twitter, Known as the Swiss Army of Social Media
8) Why Educators/Organizers/Activist/Movements Need Go
Social
9) Marketing, recruitment, Monitoring conversations
referencing your group
10) Blogging
11) Podcasting
12) Platform for creating your own social network very easy
3
4. Exploring Best Practices in Socio-
RBG Communiversity Educational Networking
BEPAA, Board for the Education of People of African Ancestry
Lecture and Workshop 4
Saturday, June 30, 2012
5. RBG Communiversity Exploring Best Practices in Socio-
Educational Networking (2)
How many people have/use any of these social networks/tools?
BEPAA, Board for the Education of People of African Ancestry
Lecture and Workshop 5
Saturday, June 30, 2012
6. The Computer Revolution /
RBG Communiversity Communication / Information Age
Did You Know? We live in the Computing and the Information
Technology Age, Change is Permanent
http://en.wikipedia.org/wiki/Information_Age
BEPAA, Board for the Education of People of African Ancestry
Lecture and Workshop 6
Saturday, June 30, 2012
7. What is Social Networking?
RBG Communiversity
The interaction between a group of people
who share a common interest
Web 2.0 is a concept that takes the
network as a platform for information
sharing, interoperability, user-centered
design, and collaboration on the World
Wide Web. A Web 2.0 site allows users to
interact and collaborate with each other in
a social media dialogue as creators
(prosumers) of user-generated content in a
virtual community, in contrast to websites
where users (consumers) are limited to the
passive viewing of content that was created
for them.
From:
http://en.wikipedia.org/wiki/Web_2.0
BEPAA, Board for the Education of People of African Ancestry
Lecture and Workshop 7
Saturday, June 30, 2012
8. RBG Communiversity
What is Social Networking?(2)
Examples of Web 2.0 include social networking sites, blogs, wikis,
video sharing sites, hosted services, web applications, mashups
and folksonomies /social tagging.
What is social media?
A category of sites that is based on user
participation and user-generated content.
Software tools that allow groups to generate
content and engage in peer-to-peer
conversations and exchange of content.
Multi-Dimensional,
Involve,
Create,
Discuss,
Promote,
Measure
BEPAA, Board for the Education of People of African Ancestry
Lecture and Workshop 8
Saturday, June 30, 2012
9. RBG Communiversity
Social Networking Applications
“These are the 6 that make RBG Communiversity Tick”
BEPAA, Board for the Education of People of African Ancestry
Lecture and Workshop 9
Saturday, June 30, 2012
10. The Conversation:
RBG Communiversity
The Art of Listening, Learning and Sharing
RBG-BLAKADEMIXTAPE-VOL 2-NU-AFRIKAN-EDITION
BEPAA, Board for the Education of People of African Ancestry
Lecture and Workshop 10
Saturday, June 30, 2012
11. RBG Communiversity
Microblogging “tweets”
rbg4lif (@rbg4lif) on Twitter
twitter.com/rbg4lif
BEPAA,
Board for the Education of People of African Ancestry 11
Workshop Saturday, June 30, 2012
12. Known as the Swiss Army of Social Media
BEPAA,
Board for the Education of People of African Ancestry 12
Workshop Saturday, June 30, 2012
13. Why Educators/Organizers/Activist /
Movements Need Go To Social
Improve instruction
Global collaboration
Sharing of resources
Discussion
Knowledge acquisition
Why Schools/Universities Use
Twitter
Communication,
Events,
Meetings School closings,
Awards Announcements , /Updates
Campus, Weather,
News/RSS feeds,
Emergency information
BEPAA,
Board for the Education of People of African Ancestry 13
Workshop Saturday, June 30, 2012
14. Publishing, Marketing, Recruitment,
Defense Advanced Research Projects Agency
“Monitoring”
Agency overview
Formed 1958
Headquarters Arlington, Virginia
Employees 240
Annual budget $3.2 billion
Dr. Kaigham J.
Agency executive
Gabriel[1], Director
Department of
Parent agency http://en.wikipedia.org/wi
Defense
ki/History_of_the_Internet
Website
DARPA.mil
BEPAA,
Board for the Education of People of African Ancestry 14
Workshop Saturday, June 30, 2012
15. Blogs: “Speak Your Mind,
RBG Communiversity
Express Your Passion”
Ex. http://rbg-street-scholar-multi-media-e-zine.blogspot.com/
RBG Street Scholars Think Tank Multi-media e-Zine
BEPAA, Board for the Education of People of African Ancestry
Lecture and Workshop 15
Saturday, June 30, 2012
16. RBG Communiversity
Blogs(2)
RBG Worldwide 1 Nation EduBlogs/Lessons
BEPAA, Board for the Education of People of African Ancestry
Lecture and Workshop 16
Saturday, June 30, 2012
17. RBG Communiversity
Podcasting
Example: BlogTalk Radio
A podcast is a type of digital media consisting of an episodic series of
audio files subscribed to and downloaded through web syndication or
streamed online to a computer or mobile device. The word is a
neologism derived from "broadcast" and "pod" from the success of the
iPod, as podcasts are often listened to on portable media players.
Example:
RBG4Lif Report | Blog Talk Radio Feed
http://www.blogtalkradio.com/rbg4lif
www.blogtalkradio.com/rbg4lif.rss
An RSS feed icon, commonly used to indicate the Web feed for a podcast
A list of all the audio or video files currently associated with a given series is maintained
centrally on the distributor's server as a web feed, and the listener or viewer employs
special client application software, known as a podcatcher, that can access this web feed,
check it for updates, and download any new files in the series. This process can be
automated so that new files are downloaded automatically. Files are stored locally on the
user's computer or other device ready for offline use, giving simple and convenient access
to episodic content. In this way it is contrasted to webcasting (Internet streaming).
BEPAA, Board for the Education of People of African Ancestry
Lecture and Workshop 17
Saturday, June 30, 2012
18. Creating your own
RBG Communiversity
social network
BEPAA, Board for the Education of People of African Ancestry
Lecture and Workshop 18
Saturday, June 30, 2012
19. Creating your own social network (2)
Frontline/Goals Quick Look/Campus Map/Your Page/EduBlogs/Lessons/ Asafo/Top 100
RBGz/ Flicks/Evidence/RBGz Livin Ztrong 100/ Master Teachers Player/MAAFA &
Reparations Class/Discussions/Platoons/Leaders/Recruitment/Library/RBG Blakademics
TV/Education Wikizine/Multi-Media e-Zine/4RBG Scholars Only/RBG SlideShare/ Donate to
RBG Edu. Fund/RBG Communiversity FB/ Revol Productionz
Menu/Events/Chat/Headquarters
BEPAA, Board for the Education of People of African Ancestry
Lecture and Workshop 19
Saturday, June 30, 2012
20. SUMMARY: Take Home Points
RBG Communiversity
Best Practices for Educators/ Schools, Organizers, Leaders, Activist:
Keep it Professional
Remember your role within the community
Think before you post to the internet, Digital footprint
(DARPPA Track and Trace)
Policy Development within your group
Why You Should Use Social Media
Communication
Public Relations
Professional Growth
Branding
Opportunity
BEPAA, Board for the Education of People of African Ancestry
Lecture and Workshop 20
Saturday, June 30, 2012
21. Ex. 1 “Its about Creativity, Imagination,
RBG Communiversity Intellect and Historical Accuracy”
http://www.slideshare.net/rbgstreetscholar1/intro-to-
africana-studiescheikh-anta-diop-and-black-scholars
BEPAA, Board for the Education of People of African Ancestry
Lecture and Workshop 21
Saturday, June 30, 2012
22. Ex. 2“Its about Creativity, Imagination,
RBG Communiversity Intellect and Historical Accuracy” (2)
http://www.slideshare.net/rbgstreetscholar1/free-your-
mind-return-to-the-source-african-origins-dr-asa-g-hilliard-iii
BEPAA, Board for the Education of People of African Ancestry
Lecture and Workshop 22
Saturday, June 30, 2012
23. THE END,
RBG Communiversity ASANTE SANA FOR LISTENING
RBG Documents Repository/ Reading Room/ Download Center
23