This document discusses the pedagogical potential of social media for learning. It defines social media as technology that enables interactive communication and user-generated content sharing. The document then outlines several potential applications of social media in education, including for employability training, recruitment, research, sharing information, building relationships, and improved learning methods through simulation and gaming. It provides examples of specific social media tools that can enable these applications at different grade levels and educational levels. The document also discusses introducing gaming elements and simulations into learning to increase engagement through goals, challenges, and real-world scenarios. Finally, it discusses delivering learning content through mobile devices and performance support tools.
The document discusses how learning environments could incorporate elements of game design to make learning more engaging. It suggests learning should be student-centered, promote independence, and allow for exploration of complex real-world problems. Game design principles like multiple pathways to success, ongoing feedback, and appropriate challenge levels could help grab and sustain student attention. Incorporating these elements may help develop 21st century skills like creativity, collaboration, and problem solving.
This document discusses the changing nature of learning in a networked world. It notes that learning is now anytime, anywhere, and done by anyone using mobile devices. Learning is networked, global, collaborative, self-directed, and authentic. Literacy now involves skills like building relationships online, sharing information globally, managing multiple streams of information, and developing ethical skills for online environments. Effective schools will embrace both traditional and digital/networked approaches to education by focusing on inquiry, authentic experiences, and having teachers also act as learners. Overall, the document advocates for being bold and not waiting to change in order to prepare students for a world that is constantly changing.
Looking at the future of school libraries - what will they look like, what will the role of teacher librarians be, how will this fit with the learning models in schools?
Social tools can be used by individuals, organizations, and brands to connect, communicate, collaborate, converse, listen and learn, share information, and engage audiences. The document discusses using tools like blogs, wikis, forums, websites, and social networks to create and disseminate content to encourage participation. It provides examples of how different entities have used tools for purposes like fundraising, marketing a small business, book promotion, and thought leadership. The document emphasizes starting simply with tools like blogs, Twitter, and iGoogle and developing a content and social media strategy focused on business objectives and key topics.
Knowledge Sommelier 101 - The Art of Curation in EducationAtul Pant
The growing abundance of quality learning resources available on the internet, in multiple formats to suit needs of different learners, implies that teachers need to become curators of content that they can use to enrich their teaching. This presentation, which I made at Allahabad University in India in Oct 2012, gives an overview of Art of Curation for teaching.
Stacy Roeschlein conducted research to find online resources such as wikis, blogs, podcasts and videos to teach Spanish vocabulary, grammar and sentence structure related to the theme of architectural elements in Spanish homes. She was unable to find suitable narrative resources for her specific theme and student level. However, she discovered social bookmarking tools like Delicious and Diigo that could help with collaboration. Creating charts to organize research helped prevent "tagging vertigo". Ultimately, blogs and wikis would be better used by students to share their own research findings, such as by creating an iBook, rather than as a primary research source.
This is the slide deck used to support the 2 1/2 days of training given about Community Management at ICHEC Entreprises for the "Certificate in Community Management" - Spring 2012 session
The document discusses how learning environments could incorporate elements of game design to make learning more engaging. It suggests learning should be student-centered, promote independence, and allow for exploration of complex real-world problems. Game design principles like multiple pathways to success, ongoing feedback, and appropriate challenge levels could help grab and sustain student attention. Incorporating these elements may help develop 21st century skills like creativity, collaboration, and problem solving.
This document discusses the changing nature of learning in a networked world. It notes that learning is now anytime, anywhere, and done by anyone using mobile devices. Learning is networked, global, collaborative, self-directed, and authentic. Literacy now involves skills like building relationships online, sharing information globally, managing multiple streams of information, and developing ethical skills for online environments. Effective schools will embrace both traditional and digital/networked approaches to education by focusing on inquiry, authentic experiences, and having teachers also act as learners. Overall, the document advocates for being bold and not waiting to change in order to prepare students for a world that is constantly changing.
Looking at the future of school libraries - what will they look like, what will the role of teacher librarians be, how will this fit with the learning models in schools?
Social tools can be used by individuals, organizations, and brands to connect, communicate, collaborate, converse, listen and learn, share information, and engage audiences. The document discusses using tools like blogs, wikis, forums, websites, and social networks to create and disseminate content to encourage participation. It provides examples of how different entities have used tools for purposes like fundraising, marketing a small business, book promotion, and thought leadership. The document emphasizes starting simply with tools like blogs, Twitter, and iGoogle and developing a content and social media strategy focused on business objectives and key topics.
Knowledge Sommelier 101 - The Art of Curation in EducationAtul Pant
The growing abundance of quality learning resources available on the internet, in multiple formats to suit needs of different learners, implies that teachers need to become curators of content that they can use to enrich their teaching. This presentation, which I made at Allahabad University in India in Oct 2012, gives an overview of Art of Curation for teaching.
Stacy Roeschlein conducted research to find online resources such as wikis, blogs, podcasts and videos to teach Spanish vocabulary, grammar and sentence structure related to the theme of architectural elements in Spanish homes. She was unable to find suitable narrative resources for her specific theme and student level. However, she discovered social bookmarking tools like Delicious and Diigo that could help with collaboration. Creating charts to organize research helped prevent "tagging vertigo". Ultimately, blogs and wikis would be better used by students to share their own research findings, such as by creating an iBook, rather than as a primary research source.
This is the slide deck used to support the 2 1/2 days of training given about Community Management at ICHEC Entreprises for the "Certificate in Community Management" - Spring 2012 session
This document discusses the concepts of connected learning and professional development. It introduces connected learning communities (CLCs) as the next generation of professional learning communities (PLCs) that are more connected through online networks. It emphasizes becoming a connected learner through developing personal learning networks (PLNs) and communities of practice. Professional development needs to change to focus on teachers as connected learners who engage in "do it yourself" PD through online collaboration and networking. The document provides definitions of key terms like community, networks, and connected learning and discusses how CLCs, PLNs, and communities of practice can support connected, self-directed professional learning.
Advances in technology have changed the way learning and instruction are carried out. Formal and informal learning are blending, with students now learning 80% informally. Learners today have new literacies and need teachers with 21st century skills who are computer-savvy, creative, critical thinkers and good communicators. New tools like podcasts, videocasts, mind maps and online editors are supporting more personalised, visual, collaborative and hands-on styles of learning.
The document discusses how Web 2.0 tools can transform research, teaching, and services if academics choose to build serious academic lives online and connect with peers and students. It highlights opportunities for trust and connection in networked learning environments but also challenges like invisible audiences and blurred lines between public and private spaces. Educators are encouraged to rethink technology, media, leadership, and professional development to take advantage of opportunities while mitigating risks in a networked reality.
If you have ever wondered about how the classrooms of the future will look like attend this session by NASSP's National Award Winning Digital Principal Mike King. Mike and Jesse West will take you into the world of the next generation of teaching and learning which Mike calls the New Alexandria. Learn the essential techniques of generating digital content using methods of facilitate, aggregate, curate, and create through project based learning in primordial spaces within the elaborative learning process. In this session you will learn about the new collaboration roles of the curator, and designer, as information is synthesized from, standards, assessment, content, method, and process into newly developed content generated for mobile learning. The end product of these practices will be a digital book for the new "Alexandrian Libraries of the Future." This session is a BYOD with some knowledge of iAuthor, aggregation and curation tools like, twitter, Delicious, Diggo, scoopit, Paper.li and Twitted Times which are all necessary components for your learning, get connected became a curator.
The document discusses the emergence of online learning as the second strand of education alongside formal education. It argues that online learning enables a connection-centric model where learners are connected to mentors, content, and conversations. The role of parents is shifting to that of learner facilitators who understand learners' needs, curate appropriate online content, and help learners make sense of fragmented online information. With the rise of Web 2.0 technologies, the web is becoming the classroom where learners can learn from many knowledgeable others. When guided well, online learning can make learners more autonomous and self-directed.
Brian Housand
East Carolina University
Angela Housand
University of North Carolina - Wilmington
Jennifer Troester
O’Neil Public Schools
Jillian Gates
Anchorage School District
Susan Jackson
The Daimon Institute for the Highly Gifted
In this highly interactive session participants will explore the social and psychological implications of living in a world with boundless technology opportunities. Using case studies and current research we will explore how to help students create balance, navigate digital environments safely, and advocate for their own well-being. This session addresses the tough questions facing teachers, parents, and administrators as they help students navigate a new world online: How do gifted students deal socially, emotionally, and intellectually with “constant connectivity”? How do teachers and parents bridge the digital divide to support gifted students while keeping them safe online?
This isn't what I thought it was: community in the network ageNancy Wright White
A narrated version can be found here: https://www.youtube.com/watch?v=YB82kbj-NXw This was a short remote presentation that was part of a panel at the CACUSS 12.0: Engaging Digital Citizens conference <http: /> in Vancouver BC, Canada.
Learning with Technology the Educator's Roletuchodi
The document discusses the importance of developing skills for the 21st century such as researching using the internet, assessing and filtering information, working collaboratively, communicating effectively, and thinking critically and creatively. It provides examples of tools and strategies that can help teachers develop these skills in students, including using social media, personal learning environments, communities of practice, and modeling behaviors for students. The document emphasizes that the focus should be on learning rather than just the tools themselves.
The document discusses predicting the future of technology and learning. It makes three key points:
1) It is difficult to accurately predict future technology trends and adoption due to rapid changes, but some trajectories are emerging like the growth of mobile devices and social networking tools.
2) Pedagogies are evolving to harness new technologies, from e-training to inquiry learning, and situated learning using virtual worlds is emerging.
3) While technologies offer promising applications for learning, issues remain around fully realizing that potential and a gap often exists between the promise of technologies and their reality in educational practice.
This document discusses game-based learning and its benefits. It provides examples of successful educational games like Foldit and World of Warcraft. Game elements like badges, leaderboards, and virtual identities are described as motivational tools. The document outlines a case study using a virtual environment to teach cyber security through simulated discussions. Overall, it argues that games can foster active, social, and emotional learning when designed intentionally for educational purposes.
New digital ecologies of learning are emerging as technologies evolve and new digital literacies develop. Learning is becoming more personalized, task-oriented, and social. A range of technologies like mobile devices, social media, and open educational resources are changing the nature of education. Effective design of learning requires conceptualizing pedagogical approaches and mapping them to appropriate technologies. This creates new digital ecologies where tools and practices co-evolve to support learning.
Randy Bass gave a presentation on the problem of learning in the post-course era. He discussed how the rise of digital technologies and social media have changed learning from static to dynamic. Learning now occurs across multiple modalities like blogs, wikis, and social networking rather than just in the classroom. Bass argued we are entering a post-course era where high-impact learning happens outside of traditional courses. He suggested academics will need to better connect courses to experiential learning, make courses more dynamic, and shift resources from courses to high-impact experiences.
This document provides an overview of technology enhanced learning. It discusses lessons learned from the past evolution of e-learning and emerging trends, challenges and technologies. It presents frameworks for understanding e-pedagogies and how they map to different technologies. Examples of inquiry-based, collaborative and reflective learning approaches using tools like virtual worlds, blogs and social media are also provided.
Kate Brodock presented on developing a content strategy for institutions. She discussed the importance of creating both original content and curating existing content to enhance communications plans. Brodock emphasized that a content strategy is important for thought leadership, engagement, SEO and branding. When developing a strategy, institutions should consider their content sources, quality guidelines, branding and voice, as well as who and what they represent. Proper implementation requires thinking about length, quality, accessibility, shareability and legal issues.
Giftedkids.ie - Gifted Advocacy & Support for Gifted ChildrenGiftedkids.ie
Presentation given as part of the Giftedkids.ie workshop at the Irish Centre for Talented Youth's Gifted Education Conference on March 13th 2010, Dublin City University
The document describes a project at Brescia House School in South Africa where 72 grade 10 students each received a Dell laptop to participate in a digital learning program focused on the novel "Cry, the Beloved Country". The objectives of the project were to provide an introduction to the novel, create an online space for analysis of themes and characters, show how themes are reflected in other subjects, and support students in using their new laptops. Students collaborated online and in groups to create a wiki analyzing the novel, relating it to other content, and demonstrating their understanding through online assessments. Learning extended beyond the classroom as students rearranged space, connected wirelessly, and worked at their own pace to build knowledge around the novel's themes.
Using Social Media for Professional DevelopmentVanessa Dennen
This document outlines Dr. Vanessa Dennen's presentation on using social media for professional development. She discusses how educators can create personal learning networks (PLNs) online by connecting with colleagues, communicating through discussion and sharing resources, collaborating to solve problems, and contributing their own knowledge. Some recommended tools for online professional development include Diigo for bookmarking and annotating web pages, Evernote for collecting information, and SlideShare and Coursera for accessing presentations and online courses. The key is for educators to be active participants in their PLNs by both consuming and contributing knowledge.
Internet memberi kebebasan berekspresi namun tidak untuk hasutan kekerasan atau kebencian. Internet juga dapat membantu pemerintahan yang lebih akuntabel, ide baru, dan peningkatan ekonomi seperti di Kenya, Bangladesh, dan Afrika Sub-Sahara.
This document discusses the concepts of connected learning and professional development. It introduces connected learning communities (CLCs) as the next generation of professional learning communities (PLCs) that are more connected through online networks. It emphasizes becoming a connected learner through developing personal learning networks (PLNs) and communities of practice. Professional development needs to change to focus on teachers as connected learners who engage in "do it yourself" PD through online collaboration and networking. The document provides definitions of key terms like community, networks, and connected learning and discusses how CLCs, PLNs, and communities of practice can support connected, self-directed professional learning.
Advances in technology have changed the way learning and instruction are carried out. Formal and informal learning are blending, with students now learning 80% informally. Learners today have new literacies and need teachers with 21st century skills who are computer-savvy, creative, critical thinkers and good communicators. New tools like podcasts, videocasts, mind maps and online editors are supporting more personalised, visual, collaborative and hands-on styles of learning.
The document discusses how Web 2.0 tools can transform research, teaching, and services if academics choose to build serious academic lives online and connect with peers and students. It highlights opportunities for trust and connection in networked learning environments but also challenges like invisible audiences and blurred lines between public and private spaces. Educators are encouraged to rethink technology, media, leadership, and professional development to take advantage of opportunities while mitigating risks in a networked reality.
If you have ever wondered about how the classrooms of the future will look like attend this session by NASSP's National Award Winning Digital Principal Mike King. Mike and Jesse West will take you into the world of the next generation of teaching and learning which Mike calls the New Alexandria. Learn the essential techniques of generating digital content using methods of facilitate, aggregate, curate, and create through project based learning in primordial spaces within the elaborative learning process. In this session you will learn about the new collaboration roles of the curator, and designer, as information is synthesized from, standards, assessment, content, method, and process into newly developed content generated for mobile learning. The end product of these practices will be a digital book for the new "Alexandrian Libraries of the Future." This session is a BYOD with some knowledge of iAuthor, aggregation and curation tools like, twitter, Delicious, Diggo, scoopit, Paper.li and Twitted Times which are all necessary components for your learning, get connected became a curator.
The document discusses the emergence of online learning as the second strand of education alongside formal education. It argues that online learning enables a connection-centric model where learners are connected to mentors, content, and conversations. The role of parents is shifting to that of learner facilitators who understand learners' needs, curate appropriate online content, and help learners make sense of fragmented online information. With the rise of Web 2.0 technologies, the web is becoming the classroom where learners can learn from many knowledgeable others. When guided well, online learning can make learners more autonomous and self-directed.
Brian Housand
East Carolina University
Angela Housand
University of North Carolina - Wilmington
Jennifer Troester
O’Neil Public Schools
Jillian Gates
Anchorage School District
Susan Jackson
The Daimon Institute for the Highly Gifted
In this highly interactive session participants will explore the social and psychological implications of living in a world with boundless technology opportunities. Using case studies and current research we will explore how to help students create balance, navigate digital environments safely, and advocate for their own well-being. This session addresses the tough questions facing teachers, parents, and administrators as they help students navigate a new world online: How do gifted students deal socially, emotionally, and intellectually with “constant connectivity”? How do teachers and parents bridge the digital divide to support gifted students while keeping them safe online?
This isn't what I thought it was: community in the network ageNancy Wright White
A narrated version can be found here: https://www.youtube.com/watch?v=YB82kbj-NXw This was a short remote presentation that was part of a panel at the CACUSS 12.0: Engaging Digital Citizens conference <http: /> in Vancouver BC, Canada.
Learning with Technology the Educator's Roletuchodi
The document discusses the importance of developing skills for the 21st century such as researching using the internet, assessing and filtering information, working collaboratively, communicating effectively, and thinking critically and creatively. It provides examples of tools and strategies that can help teachers develop these skills in students, including using social media, personal learning environments, communities of practice, and modeling behaviors for students. The document emphasizes that the focus should be on learning rather than just the tools themselves.
The document discusses predicting the future of technology and learning. It makes three key points:
1) It is difficult to accurately predict future technology trends and adoption due to rapid changes, but some trajectories are emerging like the growth of mobile devices and social networking tools.
2) Pedagogies are evolving to harness new technologies, from e-training to inquiry learning, and situated learning using virtual worlds is emerging.
3) While technologies offer promising applications for learning, issues remain around fully realizing that potential and a gap often exists between the promise of technologies and their reality in educational practice.
This document discusses game-based learning and its benefits. It provides examples of successful educational games like Foldit and World of Warcraft. Game elements like badges, leaderboards, and virtual identities are described as motivational tools. The document outlines a case study using a virtual environment to teach cyber security through simulated discussions. Overall, it argues that games can foster active, social, and emotional learning when designed intentionally for educational purposes.
New digital ecologies of learning are emerging as technologies evolve and new digital literacies develop. Learning is becoming more personalized, task-oriented, and social. A range of technologies like mobile devices, social media, and open educational resources are changing the nature of education. Effective design of learning requires conceptualizing pedagogical approaches and mapping them to appropriate technologies. This creates new digital ecologies where tools and practices co-evolve to support learning.
Randy Bass gave a presentation on the problem of learning in the post-course era. He discussed how the rise of digital technologies and social media have changed learning from static to dynamic. Learning now occurs across multiple modalities like blogs, wikis, and social networking rather than just in the classroom. Bass argued we are entering a post-course era where high-impact learning happens outside of traditional courses. He suggested academics will need to better connect courses to experiential learning, make courses more dynamic, and shift resources from courses to high-impact experiences.
This document provides an overview of technology enhanced learning. It discusses lessons learned from the past evolution of e-learning and emerging trends, challenges and technologies. It presents frameworks for understanding e-pedagogies and how they map to different technologies. Examples of inquiry-based, collaborative and reflective learning approaches using tools like virtual worlds, blogs and social media are also provided.
Kate Brodock presented on developing a content strategy for institutions. She discussed the importance of creating both original content and curating existing content to enhance communications plans. Brodock emphasized that a content strategy is important for thought leadership, engagement, SEO and branding. When developing a strategy, institutions should consider their content sources, quality guidelines, branding and voice, as well as who and what they represent. Proper implementation requires thinking about length, quality, accessibility, shareability and legal issues.
Giftedkids.ie - Gifted Advocacy & Support for Gifted ChildrenGiftedkids.ie
Presentation given as part of the Giftedkids.ie workshop at the Irish Centre for Talented Youth's Gifted Education Conference on March 13th 2010, Dublin City University
The document describes a project at Brescia House School in South Africa where 72 grade 10 students each received a Dell laptop to participate in a digital learning program focused on the novel "Cry, the Beloved Country". The objectives of the project were to provide an introduction to the novel, create an online space for analysis of themes and characters, show how themes are reflected in other subjects, and support students in using their new laptops. Students collaborated online and in groups to create a wiki analyzing the novel, relating it to other content, and demonstrating their understanding through online assessments. Learning extended beyond the classroom as students rearranged space, connected wirelessly, and worked at their own pace to build knowledge around the novel's themes.
Using Social Media for Professional DevelopmentVanessa Dennen
This document outlines Dr. Vanessa Dennen's presentation on using social media for professional development. She discusses how educators can create personal learning networks (PLNs) online by connecting with colleagues, communicating through discussion and sharing resources, collaborating to solve problems, and contributing their own knowledge. Some recommended tools for online professional development include Diigo for bookmarking and annotating web pages, Evernote for collecting information, and SlideShare and Coursera for accessing presentations and online courses. The key is for educators to be active participants in their PLNs by both consuming and contributing knowledge.
Internet memberi kebebasan berekspresi namun tidak untuk hasutan kekerasan atau kebencian. Internet juga dapat membantu pemerintahan yang lebih akuntabel, ide baru, dan peningkatan ekonomi seperti di Kenya, Bangladesh, dan Afrika Sub-Sahara.
The document discusses various theories of motivation and ways to motivate employees. It covers classical theories focusing on money, behavioral theories that any attention increases productivity, and contemporary theories emphasizing good human relations. Specific theories covered include Maslow's hierarchy of needs, equity theory, and goal setting theory. The document also provides examples of programs companies use to enhance job satisfaction, such as reinforcement, participative management, and modified work schedules. Finally, it lists factors that are great motivators like meaningful work and good relationships, and tips for appreciating employees.
WorkSopDag Netex 2016 - Retail, Marketing en VeranderingWieger Waardenburg
Op de WorkSopDag van branchevereniging NETEX werd deze presentatie gegeven. Daarbij werd onder andere stilgestaan bij ontwikkelingen op Retail gebied, maar werd ook zeker gekeken naar de 'consument anno nu'... en wat moet je daar als stomerij mee? Waar liggen kansen? Welke veranderingen op het gebied van marketing en marktbenadering worden gevraagd?
Ben je zelf op zoek naar een spreker op het gebied van online marketing, mobile marketing of veranderingen in marketing door technologische ontwikkelingen en veranderend consumentengedrag? Kijk dan eens op http://wie.gr/spreekt/
HBLSS: Improving on Innovation
American College of Nurse Midwives
Safe Motherhood and Reproductive Health Working Group Showcase
CORE Group Spring Meeting, April 29, 2010
Lionesses hunt in groups to catch prey to feed the pride, which is a group of lions that live together. Lion cubs like to play as the lioness cares for them, while the male lions have manes and the females do not. Lions rest for 20 hours per day but use their sharp teeth and strong jaws and legs to hunt, showing affection by rubbing against each other and communicating through roars and other sounds.
Welcome and introduction to the 2nd innovation camp in Network of Nordic Public Libraries, 19 September 2011 in Stockholm. 55 participants from the libraries in Oslo, Helsinki, Stockholm, Reykjavik, Akureyri and Aarhus co-create ideas and concept for the future of public libraries in the Nordic Societies
The document promotes creating presentations using Haiku Deck on SlideShare. It features a stock photo and encourages the reader to get started making their own Haiku Deck presentation by clicking a button labeled "GET STARTED".
This document discusses embracing social media in the classroom. It begins by setting the context of how social media will shape 21st century learning. It then defines social media and discusses how today's learners have widespread use of digital technologies. The document outlines some guiding principles for using social media and considerations for integrating it into curriculum. It provides examples of how social media can be used effectively for collaboration, content sharing, and experiential learning. Challenges of using social media and the path to implementation are also addressed. Resources on social learning tools, privacy, and cognitive taxonomies are shared.
This document discusses multi-generational learning in the workplace and provides instructional design considerations. It notes that claims about generational traits are not always backed by solid research and that there are many variables beyond generation that influence learning. The document recommends against designing learning differently for different generations and emphasizes that the most important factors are the individual learners' needs and the workplace culture. Instructional design should focus on providing flexible options rather than making assumptions about generational preferences.
Connectivism and Social Media - Educ 407Ms. Holmwood
This presentation was created for an undergrad education class at UBC (Okanagan). It was intended to introduce pre-service teachers to some of the concepts of connectivism and social media.
This document provides an overview of a virtual worlds boot camp. It discusses why games and virtual worlds are effective learning tools by engaging students and making learning enjoyable. It also outlines several key learning principles employed by games, such as active learning, identity formation, feedback, and mastery. Finally, it discusses how to create a ReactionGrid account to participate in the virtual environment.
Building a Hybrid Learning Environment - Augmenting the Classroom with Conver...Atul Pant
How can teachers create a hybrid learning environment to augment their classroom teaching with online conversation and collaboration. This presentation, which I made at Allahabad University in Oct 2012, looks at the reasons why a hybrid approach is much needed and gives an overview of mostly free tools that can be used to create such a learning experience.
Using Social Media for Professional LearningChris Kennedy
This document discusses how social media can be used for professional learning and development among educators. It provides advice on using tools like blogs and Twitter to connect with others, share ideas and stories, and model digital learning. While tools are important, the focus should be on using them well to build connections and further learning. Next steps suggested include leading by example in using digital tools, making professional learning accessible to all, and telling stories that engage others beyond the school community.
The document discusses developing multiliteracies in secondary classrooms. It summarizes perspectives from experts on 21st century skills needed in the workplace, including collaboration, digital literacy, and critical thinking skills. The presentation recommends teachers support these skills by thoughtfully integrating technologies, project-based learning, and encouraging students to develop their own ideas and share their work. It provides examples of digital tools and ends by emphasizing the importance of developing students' abilities to tackle complex problems and envision solutions.
Digital storytelling learning projects engage and inspire students by combining storytelling with digital media like graphics, audio, video and music. When students collaborate on digital storytelling projects, they develop research, critical thinking, communication and technical skills while learning about real-world topics. Creating digital stories allows students to take ownership of their learning and find their unique voice.
Digital storytelling learning projects engage and inspire students by connecting them to real-world issues and allowing them to be creative. When students work together on digital storytelling projects, they develop cooperation, communication, problem-solving and critical thinking skills. Integrating technology into collaborative projects increases these educational benefits and motivates students to invest more in their own learning.
Engaging Learning Using Emerging TechnologiesLeigh Zeitz
The document discusses engaging learning for millennials using emerging technologies. It describes millennials as positive, empowered, civic-minded, and preferring visuals, collaboration, interactivity, and authentic learning. It recommends addressing their needs through tools like iBook Author, collaborative bookmarking, quick feedback using audio recordings, and connecting technologies like iPads, Apple TV, and back channel discussions. Gamification, brain-based research principles, and 21st century skills are discussed as approaches for the millennial generation.
This course aims to help participants demonstrate understanding of how to effectively use the web for teaching and learning. It covers topics like government education initiatives, pedagogical approaches for e-learning, supporting safe internet use, and developing online course materials. The course structure includes exploring the web as a resource, designing for the web, e-learning tools, interactive technologies like blogs and wikis, digital safety, and assessing online learning.
This document provides information about developing a digital writers' workshop. It discusses balancing traditional workshop models with incorporating digital experiences and tools. This includes introducing authors through digital means like YouTube videos, using blogs as mentors for craft and structure, and having students capture and share their writing process. The document emphasizes that teaching digital writing requires explicit instruction in choosing the right tools for different writing purposes and audiences, as well as developing digital literacy and networking skills. The goal is to help students see writing as a social practice and publication as the midpoint of the process.
Blending the Social and the Serious for Individual and Organizational Perform...Human Capital Media
The convergence of the economic environment and corporate talent challenges has led to the need for highly flexible corporate learning strategies. Can we provide a learning environment that accelerates development within the organization through leveraging expertise outside its boundaries? We will share our work in blending asynchronous content, live events, personal learning curricula and value-added social networking to provide a comprehensive and sustainable learning environment.
Nancy Keeshan, Executive Director, Duke Corporate Education Inc.
Stephen Mahaley, Director, Learning Technology, Duke Corporate Education Inc.
Beyond the page digital storytelling through gamesCathie Howe
Telling stories through games. Engaging students in digital story telling through designing computer games, transmedia stories and alternate reality games.
This document provides an overview of social media best practices for early childhood education organizations. It discusses the evolution of communication from a one-way model to an interactive social model. It then covers specific social media platforms like blogs, Twitter, LinkedIn, Facebook and Pinterest. For each platform, it provides examples of how early education organizations use it and tips for engagement. The overall message is that social media can help organizations connect with key audiences if used strategically and as part of an overall communication plan.
Reinventing information literacy instruction through experimentation and playSophie McDonald
The document discusses reinventing information literacy instruction through experimentation and play. It summarizes that traditional library instruction was seen as scary and stern, but that cultural changes in libraries and information needs have led to more expansive and engaging forms of instruction. New approaches discussed include gaming elements, interactive online videos and social media, collaboration with faculty, and fun events to promote engagement and a positive library experience. Evaluation of these new approaches has been positive based on student feedback.
This document discusses innovative approaches to technology integration in K-12 education. It begins by providing background on augmented reality, social media, and games-based learning research. It then outlines key drivers of change like broadband, social media, mobile devices, and cloud computing. Examples are given of how technology can be used innovatively through mobile learning, game-based learning, and cloud computing. Ensuring success requires a focus on pedagogy over tools, adequate training and support, and addressing barriers to change.
What Is Social Learning Sandeep Rathod4 Wud2011UExS
Social learning refers to informal learning that occurs outside of formal training settings through communities sharing common interests. It typically involves sharing information through activities like rating, commenting, blogging, and collective authoring. Companies are increasingly recognizing social learning as a major component of employee learning and are looking to enhance these informal knowledge sharing activities.
Some key benefits of social learning strategies include promoting collaboration, breaking down communication barriers, enabling expertise sharing, and enhancing knowledge transfer throughout an organization. New technologies now allow achieving many social learning benefits through online environments. Younger learners expect to utilize technology and social networking in their learning. User experience design must consider how social media supports different learning styles and facilitates socially situated learning.
1. The document discusses connectivism and lifelong learning skills needed for vocational education and training (VET). It emphasizes deep, ubiquitous, and learner-centered learning.
2. Ubiquitous learning involves authentic learning environments that utilize information and communication technologies, open cloud services, and social media. Learners build knowledge capital through social and collaborative learning networks.
3. Connectivism views learning as a network-forming process augmented by digital technologies. Learning is social, physical, and virtual, involving distributed intelligence across a network of connections.
Similar to Pedagogical Potential Of Social Media (20)
1. Learning with Social Media:
Pedagogical Potential of Social Media
Dr. Rajiv Tandon
December 10, 2010
2. Social Media:
Definition
Social interaction and networking through blending of technology
& media
Turns a Communication into interactive dialogues
Creation and exchange of user generated content
co-creation of value
Web based
online
Uses publishing techniques
highly accessible, and
scalable
Media
words
pictures, and
videos
2 2
4. Potential Applications:
In Education and Training
• Employability for the New world
• Recruitment
• Research
• Sharing Information, interaction, collaboration, discussions
(Reduce reliance on aging/dated/expensive Textbooks)
– Blogs
– Wiki
– Publication
– Linking/Sharing Resources
• Learning through peer interaction, relationship building
(Networking, Community, Social Aggregation)
– Live Communications
• Improved Methods of Learning
(Simulation)
– Virtual Worlds
– Games for Learning
– Multiplayer Online Training
5. Preparation for the New World:
Will you survive the next decade without knowing these?
6. Recruitment:
Common Use at Universities
FaceBook
– Over 500 Universities already have FaceBook presence
– Viral Marketing
– Direct and targeted messages
– Get insights into student thinking
YouTube
– Posting interesting lectures for attracting recruits
7. Research :
Increases Efficiency and Reach
Diigo
– “Walled Garden” for group privacy
– Bookmark, highlight, make notes and share links
Delicious
– Create library of links
– Connect to each other’s links
– Teacher also shares resources
8. Sharing Information:
Blogs
Blogs
– Students blog about college experience for admissions
– Faculty blog about Teaching, research
– Researchers collect relevant topics, information from
experts
– Find like minded people in domain of interest
9. Sharing Information:
Wiki
Websites editable by a “member”
• Users share privileges
– editing
– upload files, and
– adding links
– protect
• For projects, brainstorming and sharing work
• Professor can control access (“Walled Garden”)
Wikispace
PBWorks
10. Sharing Information:
Publication
Create and publish own multi-media content for wide
dissemination
Facebook
YouTube
Delicious
StoryBird
– Books shared for comments
11. Sharing Information:
Collaboration
Yugma
• Virtual Meetings / Classes
• Asynchronous / Asynchronous learning
• Chat
Twiducate
Edmodo
Primary Pad
– Using a real-time word processing pad
– Link for students to click and add to the page
– Public pads are free, also paid accounts
12. Sharing Information:
Backchannel Discussions
Backchannel: online, real-time discussion alongside a live event
Real time review as something is happening
Often no moderation
Sometimes embedded in a Blog or Wiki
Today’s Meet
Cover it Live
Twitter
– Use mobile device using a hashtag for discussion
14. Introduction for Social Media by Grade Level *
*Mary Beth Hertz
Grades K-3 Grades 4-6 Grades 7 & 8 Grades 9-12 Higher Ed
Wiki Wiki Wiki Wiki Wiki
StoryBird StoryBird
Primary Pad Primary Pad Primary Pad Primary Pad
Twiducate (3) Twiducate Twiducate
Edmodo (3) Edmodo Edmodo Edmodo
Drop.io Drop.io Drop.io Drop.io
Diigo Diigo Diigo Diigo
Cover it live Cover it live Cover it live Cover it live
Gaggle Gaggle Gaggle Yugma
Delicious Delicious Delicious
Ning Ning Ning
Twitter Twitter Twitter
Today's Meet Today's Meet
Facebook
15. Good Place to Start for Education*
*Social Media Classroom (SMC): Howard Rheingold
http://socialmediaclassroom.com
• Free
• To introduce social media into the classroom
• Forums
• Blogs
• Wikis
• Chat
• Social bookmarking
• RSS
• Microbloggin
• Widgets
• Video conferencing, and
• more
• How to for each of the above
16. Fee Based Tools in Learning:
Level of Interactivity
Level 4: • Real-Time Participation
Simulation • In Operational Setting
Level 3:
• Complex Participation
Serious Multiplayer
• Complex Choices
Games
Level 2: • Limited Participation
Gaming • Drill & Practice
Level 1 : • Passive Fact Learning
Courses • Page-Turner
17. Gaming Continuum:
Scenario, Gaming to Simulation
Simulations
Serious • Authentic
Multiplayer • Realistic challenge
Gaming Games • More intellectual than
physical;
• Engagement • Social realism
• Rules • Not entertainment • Time critical
• Challenges • Significant • Outcome, product
• Goals, Objectives /realistic challenges oriented;
Scenarios • Conflict • Authentic • Creating outcomes for
• Competition • Suspension of future
• Lower
engagement • Storytelling disbelief
• Less expensive • Outcomes & • Process oriented
• Easier, faster to feedback • Skills based
build
20. Gaming Characteristics:
Complimentary to Learning
Key characteristics of Adult Learning*
Engagement
• Interaction
• Story building Adults learn experientially
Goals
Adults want relevancy
• Objectives
• Motivation
Adults learn best when
Rules learning is of immediate value
• Fairness
• Balance
Adults tend to be self-directed
Challenge
• Competition Adults approach learning as
• Conflict problem solving
Key characteristics of games
*Knowles, M. S. (1970). The modern practice of adult education: From pedagogy to
Andragogy. Englewood Cliffs: Prentice Hall.
24. Simulation:
Persistent Learning Environment
• Global players
• Deliberate learning
environment for
participants
• Experiential training in any
location.
• Train more people in less
time than traditional
exercises
25. Mobile Learning:
Delivery on Mobile Devices
Scenarios
Course
Content
Performance
Support
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26. m-Learning:
Just in Time, Just enough
m- Learning
e- Learning
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