A quick introduction to these Social Media technologies: blogs, Delicious, SlideShare, podcasts, YouTube and Twitter.
Some suggestions / examples for their possible use in teaching and learning
How could you use them in your teaching?
The Role of Social Media in Teaching and LearningLeslie Poston
Presentation given at FITSI at UNH in June 2010 on the varying role of social media in education. Followed by a panel that included several teachers, the IT department and the Assistant Dean, and later by a social media roundtable on guidelines and policies. It was a great day of learning to an attentive crowd.
Note: In 2010 we changed the name of our company from Uptown Uncorked to Magnitude Media to better reflect the variety of clients we serve.
This document discusses the use of social media and Web 2.0 technologies for teaching and learning. It begins by outlining characteristics of Generation X and Y students and how their tools and methods of learning have changed. It then provides an introduction to social media tools like blogs, wikis, social bookmarking, social networking and media sharing sites and their potential uses in education for communication, collaboration, and sharing content. Specific tools are highlighted and screenshots provided. The document stresses that these technologies can engage online learners and transform education by integrating the tools students already use.
The document discusses blogs, wikis, and podcasts as language learning resources. It provides an overview of each tool, including definitions, examples of how they can be used for language teaching, and steps to implement them in the classroom. Blogs allow for diary entries, reactions to class topics, and interaction between students. Wikis enable collaborative writing and provide a non-linear structure. Podcasts make audio files accessible for listening and language practice. The document explores advantages and considerations for using each tool and provides example platforms.
This document discusses how blogs and wikis can enhance teaching and learning. It presents blogs as online diaries or journals controlled by one person, while wikis are websites that can be edited by a group of users. Both tools allow sharing of information online without advanced coding skills. The document outlines similarities and differences between blogs and wikis, how they can be used for education, steps for creating each tool, and examples of educational blog and wiki sites. It concludes that blogs and wikis provide teachers new ways to enhance learning when used as online collaboration tools.
This document discusses using voice and online communication tools in language learning. It argues that the internet is not just a passive resource for information, but enables interaction and user-generated content through tools like voice boards, virtual classrooms, audio blogging and podcasting. These voice tools benefit English language learners by allowing richer participation and feedback. Both synchronous tools like chat rooms and asynchronous tools like voice boards can be used, depending on the purpose. The document provides examples of how teachers have used voice tools for conferences, group discussions, oral presentations and building a sense of community in language classes.
This document discusses emerging web-based tools for virtual collaboration in clinical practice and education. It focuses on wikis, blogs, and podcasts which have grown in popularity in recent years. These tools allow for powerful information sharing and collaboration. Wikis allow anyone with access to edit collaborative web pages, while blogs are online journals that can attract large readerships. Podcasts allow audio and video files to be downloaded to mobile devices, enabling learning anywhere. The document argues that if implemented effectively, these tools could enhance learning experiences for students, clinicians and patients by deepening engagement and collaboration. More research is needed to determine best practices for integrating these tools into education programs.
A quick introduction to these Social Media technologies: blogs, Delicious, SlideShare, podcasts, YouTube and Twitter.
Some suggestions / examples for their possible use in teaching and learning
How could you use them in your teaching?
The Role of Social Media in Teaching and LearningLeslie Poston
Presentation given at FITSI at UNH in June 2010 on the varying role of social media in education. Followed by a panel that included several teachers, the IT department and the Assistant Dean, and later by a social media roundtable on guidelines and policies. It was a great day of learning to an attentive crowd.
Note: In 2010 we changed the name of our company from Uptown Uncorked to Magnitude Media to better reflect the variety of clients we serve.
This document discusses the use of social media and Web 2.0 technologies for teaching and learning. It begins by outlining characteristics of Generation X and Y students and how their tools and methods of learning have changed. It then provides an introduction to social media tools like blogs, wikis, social bookmarking, social networking and media sharing sites and their potential uses in education for communication, collaboration, and sharing content. Specific tools are highlighted and screenshots provided. The document stresses that these technologies can engage online learners and transform education by integrating the tools students already use.
The document discusses blogs, wikis, and podcasts as language learning resources. It provides an overview of each tool, including definitions, examples of how they can be used for language teaching, and steps to implement them in the classroom. Blogs allow for diary entries, reactions to class topics, and interaction between students. Wikis enable collaborative writing and provide a non-linear structure. Podcasts make audio files accessible for listening and language practice. The document explores advantages and considerations for using each tool and provides example platforms.
This document discusses how blogs and wikis can enhance teaching and learning. It presents blogs as online diaries or journals controlled by one person, while wikis are websites that can be edited by a group of users. Both tools allow sharing of information online without advanced coding skills. The document outlines similarities and differences between blogs and wikis, how they can be used for education, steps for creating each tool, and examples of educational blog and wiki sites. It concludes that blogs and wikis provide teachers new ways to enhance learning when used as online collaboration tools.
This document discusses using voice and online communication tools in language learning. It argues that the internet is not just a passive resource for information, but enables interaction and user-generated content through tools like voice boards, virtual classrooms, audio blogging and podcasting. These voice tools benefit English language learners by allowing richer participation and feedback. Both synchronous tools like chat rooms and asynchronous tools like voice boards can be used, depending on the purpose. The document provides examples of how teachers have used voice tools for conferences, group discussions, oral presentations and building a sense of community in language classes.
This document discusses emerging web-based tools for virtual collaboration in clinical practice and education. It focuses on wikis, blogs, and podcasts which have grown in popularity in recent years. These tools allow for powerful information sharing and collaboration. Wikis allow anyone with access to edit collaborative web pages, while blogs are online journals that can attract large readerships. Podcasts allow audio and video files to be downloaded to mobile devices, enabling learning anywhere. The document argues that if implemented effectively, these tools could enhance learning experiences for students, clinicians and patients by deepening engagement and collaboration. More research is needed to determine best practices for integrating these tools into education programs.
Creating an Online Course Based on Elearning 2.0 ConceptsSteve Yuen
The document discusses the concepts of E-Learning 1.0 and 2.0. E-Learning 1.0 focuses on structured courses delivered through an LMS, while E-Learning 2.0 takes a more flexible approach using discrete Web 2.0 tools to support ad-hoc learning communities. The researcher designed and taught two graduate online courses based on E-Learning 2.0 concepts. A survey found that students had a positive experience with the E-Learning 2.0 approach and tools and felt a strong sense of community and interaction in the courses.
Social media tools have become widely used in education. They allow for more interactive learning experiences and collaboration between students and teachers. Wikis enable collaborative editing of content and recording of thought processes. Blogs encourage reflection and allow building of evidence over time. Microblogging tools like Twitter facilitate information sharing and reflection. Multimedia tools such as Flickr and YouTube support sharing of photos and videos. Digital curation tools help organize and share collections of resources. Social networking sites like Facebook, Google+, and LinkedIn connect users and enable collaboration, but require attention to privacy and safety issues. Overall, social media enhances learning when used appropriately and for the right audience, though information overload and distraction are potential limitations.
This document provides an overview of wikis and their educational applications by:
1) Defining wikis and their key collaborative and editable features.
2) Describing how wikis can be used for educational purposes such as collaborative student projects, research, and writing.
3) Providing examples of educational wikis and tutorials for setting up wikis using platforms like Wikispaces.
This document discusses various online tools that can be used to engage students, including blogs, wikis, podcasts, and social bookmarking tools. It provides information on how each tool works and examples of ways they can be used in the classroom by both teachers and students. Specific tools mentioned include Wikispaces, Edublogs, iTunes, Delicious, Diigo, StumbleUpon, and Digg. The document emphasizes that these tools allow for student collaboration, sharing of information and perspectives, and creative expression.
This document discusses various online tools that can be used to engage students, including blogs, wikis, podcasts, and social bookmarking tools. It provides descriptions of each tool and suggests ways they can be implemented in the classroom, such as having students create blogs to reflect on class assignments, using wikis for collaborative projects, recording podcasts to share knowledge with others, and using social bookmarking sites to collect and annotate online resources. The document emphasizes that these tools allow students to publicly share their work, provide feedback to peers, and participate in learning networks beyond the classroom.
The document discusses various online tools that can be used for education, including blogs, wikis, podcasts, photo editing tools, video editing tools, citation generators, and educational websites. It provides descriptions and links for each tool. The tools allow students and teachers to publish work, collaborate online, integrate multimedia, and find educational resources on the internet.
The document discusses using wikis for educational purposes. It defines wikis, outlines their key principles of collaboration and sharing, and addresses concerns over safety and vandalism. It provides examples of how wikis can be used for collaborative projects, writing, and multimedia content. Guidelines are offered for setting up wikis, inviting users, editing pages, and embedding multimedia like audio and video. Important wiki and educational links are also included.
The document discusses various online tools that can be used for education, including blogs, wikis, podcasts, photo editing tools, video editing tools, citation generators, streaming media sites, educational websites, and webquest templates. It provides descriptions and links to these different digital resources.
This document provides an introduction to using WordPress to create student ePortfolios. It defines ePortfolios as selective online documents that showcase a student's academic development. WordPress is introduced as a flexible, open-source platform for building websites and ePortfolios. The document guides students through setting up a WordPress site for their ePortfolio, including choosing a URL, title, and privacy settings. It also provides tips on creating pages and posts, uploading media, using themes, and referencing sources. The goal is to help students structure their ePortfolio to showcase accomplishments, activities, and future goals.
Conversations in the Cloud: Strategies for Implementing Open Reflective Writi...Michael Paskevicius
In these sessions we explore a range of ways to support students in sharing their experiences, reflections and discussions outside of class in a more open manner – through digital communication platforms and tools. As part of this series, you will redesign one course activity or assessment strategy for implementation in a course in Fall 2016.
Throughout the three part series we will engage in a simulation using a shared and collaborative WordPress blog thereby modeling approaches to implementing open reflective writing. Various models of using WordPress in education will be explored including individual student reflective writing sites, collaborative community course sites, and aggregated sites.
By the end of these sessions participants will:
-experience taking part in a collaborative reflective writing community
-plan a learning activity which makes use of this technique
-share their experiences implementing within their discipline
The document discusses various online tools that can be used for education, including blogs, wikis, podcasts, photo editing tools, video editing tools, citation generators, streaming media sites, educational websites, and webquest templates. These tools allow students and teachers to publish content, collaborate online, integrate multimedia, and find educational resources on the internet. The document provides links to examples of these different digital tools.
1. The document discusses using new technologies like websites, blogs, podcasts, and wikis to enhance geography teaching and learning. It provides examples of how a school geography department developed an online portal called "GeoBytes" for sharing resources.
2. The document outlines various features and functions of virtual learning environments and how they can support students and teachers. Examples of using blogs, podcasts, and wikis for collaborative learning are also discussed.
3. Potential future uses of technologies like video blogging and virtual field trips are explored, alongside child safety considerations for using the internet and new technologies.
The document discusses various online tools that can be used for education, including blogs, wikis, podcasts, photo editing tools, video editing tools, citation generators, content providers like BrainPOP and United Streaming, and lesson planning tools like WebQuest generators. It provides links to examples of these different types of educational tools.
Web 2.0 refers to the transition from static web pages to dynamic, user-generated content and web applications. It allows information to be shared and remixed across the internet through technologies like blogs, wikis, photo sharing, video sharing, social networking, and other collaborative online platforms. Educators should learn to incorporate these Web 2.0 technologies in the classroom in flexible, creative ways to enhance learning and foster two-way knowledge exchange between teachers and students.
The document discusses various online tools that can be used for education, including blogs, wikis, podcasts, photo editing software, citation tools, video editing software, streaming media services, educational websites, and webquest templates. These tools allow students and teachers to publish content, collaborate online, integrate multimedia, and find educational resources on the web. The document provides descriptions and links to examples of these different digital tools.
Brighton University uses the Elgg social networking platform to create an online community called Community@Brighton (C@B) integrated with its virtual learning environment. C@B has over 23,000 posts and comments and is used for both academic and social purposes by the university's 30,000+ students. It provides services like blogging, file sharing, photo sharing, and video sharing to foster online participation and a sense of community among students.
This document discusses various online tools that can be used to engage students, including blogs, wikis, podcasts, and social bookmarking tools. It provides descriptions of each tool and suggests ways they can be implemented in the classroom, such as having students create blogs to reflect on class assignments, using wikis for collaborative projects, recording podcasts to share knowledge with others, and using social bookmarking sites to collect and annotate online resources. The document emphasizes that these tools allow students to publicly share their work, provide feedback to peers, and participate in learning networks beyond the classroom.
Exploring Online Resources for Professional Development for ABE PractitionersPatty Ball
This document provides an outline for a professional development workshop on online learning. The workshop covers assessing readiness for online learning, exploring various online learning resources and tools, creating a personal learning network, and developing an action plan. Participants will learn about different online learning opportunities, become more comfortable with online learning, and leave with a plan for using online resources in their own professional development.
This document discusses the use of blogs and wikis in education. It defines blogs as personal online journals that allow individuals to easily publish content, and wikis as collaboratively edited websites that allow multiple users to directly edit pages. The document recommends that teachers and students use blogs for reflections, sharing resources, communicating, and presenting work. It also suggests using wikis for collaborative writing projects. Examples are given of how the author uses blogs in their own teaching to facilitate discussion, provide course materials, and give feedback to students.
A guide to blogging in academia: what blogs are, why you might want to create one, how you'd go about it, and tips to it well.
A workshop for the Learning & Teaching Forum at the University of York, delivered by Ned Potter and Simon Davis.
Creating an Online Course Based on Elearning 2.0 ConceptsSteve Yuen
The document discusses the concepts of E-Learning 1.0 and 2.0. E-Learning 1.0 focuses on structured courses delivered through an LMS, while E-Learning 2.0 takes a more flexible approach using discrete Web 2.0 tools to support ad-hoc learning communities. The researcher designed and taught two graduate online courses based on E-Learning 2.0 concepts. A survey found that students had a positive experience with the E-Learning 2.0 approach and tools and felt a strong sense of community and interaction in the courses.
Social media tools have become widely used in education. They allow for more interactive learning experiences and collaboration between students and teachers. Wikis enable collaborative editing of content and recording of thought processes. Blogs encourage reflection and allow building of evidence over time. Microblogging tools like Twitter facilitate information sharing and reflection. Multimedia tools such as Flickr and YouTube support sharing of photos and videos. Digital curation tools help organize and share collections of resources. Social networking sites like Facebook, Google+, and LinkedIn connect users and enable collaboration, but require attention to privacy and safety issues. Overall, social media enhances learning when used appropriately and for the right audience, though information overload and distraction are potential limitations.
This document provides an overview of wikis and their educational applications by:
1) Defining wikis and their key collaborative and editable features.
2) Describing how wikis can be used for educational purposes such as collaborative student projects, research, and writing.
3) Providing examples of educational wikis and tutorials for setting up wikis using platforms like Wikispaces.
This document discusses various online tools that can be used to engage students, including blogs, wikis, podcasts, and social bookmarking tools. It provides information on how each tool works and examples of ways they can be used in the classroom by both teachers and students. Specific tools mentioned include Wikispaces, Edublogs, iTunes, Delicious, Diigo, StumbleUpon, and Digg. The document emphasizes that these tools allow for student collaboration, sharing of information and perspectives, and creative expression.
This document discusses various online tools that can be used to engage students, including blogs, wikis, podcasts, and social bookmarking tools. It provides descriptions of each tool and suggests ways they can be implemented in the classroom, such as having students create blogs to reflect on class assignments, using wikis for collaborative projects, recording podcasts to share knowledge with others, and using social bookmarking sites to collect and annotate online resources. The document emphasizes that these tools allow students to publicly share their work, provide feedback to peers, and participate in learning networks beyond the classroom.
The document discusses various online tools that can be used for education, including blogs, wikis, podcasts, photo editing tools, video editing tools, citation generators, and educational websites. It provides descriptions and links for each tool. The tools allow students and teachers to publish work, collaborate online, integrate multimedia, and find educational resources on the internet.
The document discusses using wikis for educational purposes. It defines wikis, outlines their key principles of collaboration and sharing, and addresses concerns over safety and vandalism. It provides examples of how wikis can be used for collaborative projects, writing, and multimedia content. Guidelines are offered for setting up wikis, inviting users, editing pages, and embedding multimedia like audio and video. Important wiki and educational links are also included.
The document discusses various online tools that can be used for education, including blogs, wikis, podcasts, photo editing tools, video editing tools, citation generators, streaming media sites, educational websites, and webquest templates. It provides descriptions and links to these different digital resources.
This document provides an introduction to using WordPress to create student ePortfolios. It defines ePortfolios as selective online documents that showcase a student's academic development. WordPress is introduced as a flexible, open-source platform for building websites and ePortfolios. The document guides students through setting up a WordPress site for their ePortfolio, including choosing a URL, title, and privacy settings. It also provides tips on creating pages and posts, uploading media, using themes, and referencing sources. The goal is to help students structure their ePortfolio to showcase accomplishments, activities, and future goals.
Conversations in the Cloud: Strategies for Implementing Open Reflective Writi...Michael Paskevicius
In these sessions we explore a range of ways to support students in sharing their experiences, reflections and discussions outside of class in a more open manner – through digital communication platforms and tools. As part of this series, you will redesign one course activity or assessment strategy for implementation in a course in Fall 2016.
Throughout the three part series we will engage in a simulation using a shared and collaborative WordPress blog thereby modeling approaches to implementing open reflective writing. Various models of using WordPress in education will be explored including individual student reflective writing sites, collaborative community course sites, and aggregated sites.
By the end of these sessions participants will:
-experience taking part in a collaborative reflective writing community
-plan a learning activity which makes use of this technique
-share their experiences implementing within their discipline
The document discusses various online tools that can be used for education, including blogs, wikis, podcasts, photo editing tools, video editing tools, citation generators, streaming media sites, educational websites, and webquest templates. These tools allow students and teachers to publish content, collaborate online, integrate multimedia, and find educational resources on the internet. The document provides links to examples of these different digital tools.
1. The document discusses using new technologies like websites, blogs, podcasts, and wikis to enhance geography teaching and learning. It provides examples of how a school geography department developed an online portal called "GeoBytes" for sharing resources.
2. The document outlines various features and functions of virtual learning environments and how they can support students and teachers. Examples of using blogs, podcasts, and wikis for collaborative learning are also discussed.
3. Potential future uses of technologies like video blogging and virtual field trips are explored, alongside child safety considerations for using the internet and new technologies.
The document discusses various online tools that can be used for education, including blogs, wikis, podcasts, photo editing tools, video editing tools, citation generators, content providers like BrainPOP and United Streaming, and lesson planning tools like WebQuest generators. It provides links to examples of these different types of educational tools.
Web 2.0 refers to the transition from static web pages to dynamic, user-generated content and web applications. It allows information to be shared and remixed across the internet through technologies like blogs, wikis, photo sharing, video sharing, social networking, and other collaborative online platforms. Educators should learn to incorporate these Web 2.0 technologies in the classroom in flexible, creative ways to enhance learning and foster two-way knowledge exchange between teachers and students.
The document discusses various online tools that can be used for education, including blogs, wikis, podcasts, photo editing software, citation tools, video editing software, streaming media services, educational websites, and webquest templates. These tools allow students and teachers to publish content, collaborate online, integrate multimedia, and find educational resources on the web. The document provides descriptions and links to examples of these different digital tools.
Brighton University uses the Elgg social networking platform to create an online community called Community@Brighton (C@B) integrated with its virtual learning environment. C@B has over 23,000 posts and comments and is used for both academic and social purposes by the university's 30,000+ students. It provides services like blogging, file sharing, photo sharing, and video sharing to foster online participation and a sense of community among students.
This document discusses various online tools that can be used to engage students, including blogs, wikis, podcasts, and social bookmarking tools. It provides descriptions of each tool and suggests ways they can be implemented in the classroom, such as having students create blogs to reflect on class assignments, using wikis for collaborative projects, recording podcasts to share knowledge with others, and using social bookmarking sites to collect and annotate online resources. The document emphasizes that these tools allow students to publicly share their work, provide feedback to peers, and participate in learning networks beyond the classroom.
Exploring Online Resources for Professional Development for ABE PractitionersPatty Ball
This document provides an outline for a professional development workshop on online learning. The workshop covers assessing readiness for online learning, exploring various online learning resources and tools, creating a personal learning network, and developing an action plan. Participants will learn about different online learning opportunities, become more comfortable with online learning, and leave with a plan for using online resources in their own professional development.
This document discusses the use of blogs and wikis in education. It defines blogs as personal online journals that allow individuals to easily publish content, and wikis as collaboratively edited websites that allow multiple users to directly edit pages. The document recommends that teachers and students use blogs for reflections, sharing resources, communicating, and presenting work. It also suggests using wikis for collaborative writing projects. Examples are given of how the author uses blogs in their own teaching to facilitate discussion, provide course materials, and give feedback to students.
A guide to blogging in academia: what blogs are, why you might want to create one, how you'd go about it, and tips to it well.
A workshop for the Learning & Teaching Forum at the University of York, delivered by Ned Potter and Simon Davis.
UKOLN Blogs and Social Networks workshop - all presentationsEduserv Foundation
for ease of use on the day, this is a single presentation containing all the slides for UKOLN's blogs and social networking workshop on the 26th November 2007 in irmingham.
This document discusses increasing the use of Web 2.0 tools like blogs, social networking, and videoconferencing to improve 21st century learning skills. It defines Web 2.0 tools as interactive websites where users create and share content, and defines 21st century skills as the skills students need to succeed, including core subjects, innovation, life/career skills, and technology literacy. The document then provides examples of educational blogs and outlines three ways blogs can be set up, how blogs can be used in the classroom, and resources for getting started with blogging. It concludes by guiding the creation of a free blog on edublogs.org.
Exploiting The Potential of Blogs and Social Networkslisbk
The document discusses using blogs and social networks to engage audiences of museums and cultural heritage institutions. It provides an overview of key blog concepts and examples of effective museum blogs. It then discusses establishing an institutional blog, including defining its purpose, overcoming barriers, quality assurance, technical infrastructure, and measuring impact. The document also covers using social networks to build an engaged community around the institution.
The document discusses the use of various Web 2.0 technologies in economics teaching, including blogs, social bookmarking, videos, and slideshows. It provides examples of economics blogs by individuals and groups, and explores uses of technologies like YouTube, Delicious, and SlideShare for teaching. The document advises starting with a hosted blogging service, having a clear content focus, and integrating the blog into your regular work to avoid it becoming an extra burden.
Engagement, Impact, Value: Measuring and Maximising Impact Using the Social Weblisbk
This document summarizes Brian Kelly's presentation on measuring and maximizing impact using social web services. The presentation explored the benefits and concerns of using social media, discussed approaches to measure its value and effectiveness, and examined how metrics can be used to enhance institutional activities. It also addressed legal, accessibility and sustainability concerns and concluded by soliciting feedback on next steps.
This document provides an overview of Module 3 of an Intel Teach Program course on using technology effectively in education. The module focuses on how teachers can use the internet to support student learning through research, communication, collaboration, and meeting learning standards. It outlines activities for teachers to explore using online tools like wikis, evaluating websites, citing sources, and using email and other tools for communication. The goal is for teachers to understand how to incorporate the safe and responsible use of internet resources and online collaboration into classroom lessons and projects.
Web 2.0 is defined as both a marketing term and set of principles that allow users to have more control over online content and collaborate through technologies like wikis, blogs, social networking sites, tagging, and RSS feeds. It represents a shift from static, top-down websites to more dynamic and customizable user-generated content. The document discusses examples of how libraries can use blogs and wikis to communicate with patrons, facilitate staff communication, and stay up to date on professional developments.
1. The document is a project report submitted by Keila Centeno for an Information Systems class.
2. It identifies 3 blogs each for technology, business/finance, and entertainment trends, providing the blog name, URL, and brief description for each.
3. It explores the Google Drive and Google Spreadsheets collaboration tools, and LinkedIn. It creates a personal blog called "LEARNING WITH ME TODAY" and encourages people to follow it to learn about information systems concepts.
1. The document discusses blogs related to technology, business/finance, and entertainment. For each category, 3 relevant blogs are identified and their URLs and brief descriptions are provided.
2. The document explores web-based collaboration tools from Table 5.5 in Chapter 5. Google Drive and Google Spreadsheets are selected and their key utilities like storage, sharing, and collaboration are described as very important.
3. A personal blog on learning information systems called "LEARNING WITH ME TODAY" is created. The importance of the blog for sharing knowledge worldwide is discussed. Readers are encouraged to follow the blog to learn concepts from Chapter 5 on web 2.0 and collective intelligence.
Web 2.0 tools like blogs, wikis, social networking sites, tagging, and RSS feeds promote information fluency by allowing users to create, share, and collaborate on content. These tools make information more accessible and encourage lifelong learning. While useful, overdependence on these sources and lack of skills in evaluating digital information can also be problems if information literacy is not developed.
Blogs have become popular for several reasons. They allow people to share thoughts, ideas, and opinions with a worldwide audience. Blogs can also be used for educational purposes, both by students and teachers. Students can post reactions to class discussions and collaborate on projects with other students globally. Teachers can reflect on their teaching experiences, share lesson plans and activities, and explore educational issues with other teachers through blogs. There are several major blog hosting platforms where people can create and host their blogs.
Blogs have become popular for several reasons. They allow people to share thoughts, ideas, and opinions with a worldwide audience. Blogs can also be used for educational purposes, both by students and teachers. Students can post reactions to class discussions and collaborate on projects with other students globally. Teachers can reflect on their teaching experiences, share lesson plans and activities, and explore educational issues with other teachers through blogs. There are several major blog hosting platforms where people can create and host their blogs.
An introduction to Web 2.0 from the Community of Practice perspective. The idea of this presentation is in how social media can be used to encourage and facilitate a community of practice.
Similar to The effective use of blogs in economics education (20)
Supporting academic conferences using Social Mediacfbloke
How can academic conferences be supported by Social Media? This case study looks at the Developments in Economics Education (dee09) conference. A simple WordPress blog was supplemented by Flickr photos, YouTube videos, Delicious links and Twitter feeds.
A quick introduction to these Social Media technologies: blogs, Delicious, SlideShare, podcasts, YouTube and Twitter.
Some suggestions / examples of their use by Social Scientists, information professionals and Intute
How could you use them in your work?
1. The document discusses Twitter and provides an overview of what Twitter is and why someone might use it.
2. Twitter allows users to post short messages of up to 140 characters that are shared online with others.
3. The document recommends ways for organizations like Intute to use Twitter, such as retweeting links, monitoring discussions, and providing updates through active or passive Twitter accounts.
A guide to some economics blogs that you may not have heard of covering economics teaching, audio, podcasts, blog aggregators, individual and group blogs.
http://www.economicsnetwork.ac.uk/showcase/ayres_blogs.htm
A guide to using blogs in economics
This document discusses using various social media tools like SlideShare, Twitter, Facebook, and FriendFeed for economics teaching. It provides examples of how each tool can be used, such as disseminating lecture materials on SlideShare, providing student reminders and feedback via Twitter, connecting students through Facebook groups, and collaboratively gathering online references using FriendFeed. The document advocates integrating these tools to enhance teaching and learning beyond traditional virtual learning environments.
Why You Should Replace Windows 11 with Nitrux Linux 3.5.0 for enhanced perfor...SOFTTECHHUB
The choice of an operating system plays a pivotal role in shaping our computing experience. For decades, Microsoft's Windows has dominated the market, offering a familiar and widely adopted platform for personal and professional use. However, as technological advancements continue to push the boundaries of innovation, alternative operating systems have emerged, challenging the status quo and offering users a fresh perspective on computing.
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Mike Del Balso, CEO & Co-Founder at Tecton, presents "Full RAG," a novel approach to AI recommendation systems, aiming to push beyond the limitations of traditional models through a deep integration of contextual insights and real-time data, leveraging the Retrieval-Augmented Generation architecture. This talk will outline Full RAG's potential to significantly enhance personalization, address engineering challenges such as data management and model training, and introduce data enrichment with reranking as a key solution. Attendees will gain crucial insights into the importance of hyperpersonalization in AI, the capabilities of Full RAG for advanced personalization, and strategies for managing complex data integrations for deploying cutting-edge AI solutions.
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Spark is the widely used ETL tool for processing, indexing and ingesting data to serving stack for search. Milvus is the production-ready open-source vector database. In this talk we will show how to use Spark to process unstructured data to extract vector representations, and push the vectors to Milvus vector database for search serving.
Unlocking Productivity: Leveraging the Potential of Copilot in Microsoft 365, a presentation by Christoforos Vlachos, Senior Solutions Manager – Modern Workplace, Uni Systems
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Discover how MongoDB Atlas and vector search technology can revolutionize your application's search capabilities. This comprehensive presentation covers:
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* Live demos with code snippets
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#MongoDB #VectorSearch #AI #SemanticSearch #TechInnovation #DataScience #LLM #MachineLearning #SearchTechnology
Driving Business Innovation: Latest Generative AI Advancements & Success StorySafe Software
Are you ready to revolutionize how you handle data? Join us for a webinar where we’ll bring you up to speed with the latest advancements in Generative AI technology and discover how leveraging FME with tools from giants like Google Gemini, Amazon, and Microsoft OpenAI can supercharge your workflow efficiency.
During the hour, we’ll take you through:
Guest Speaker Segment with Hannah Barrington: Dive into the world of dynamic real estate marketing with Hannah, the Marketing Manager at Workspace Group. Hear firsthand how their team generates engaging descriptions for thousands of office units by integrating diverse data sources—from PDF floorplans to web pages—using FME transformers, like OpenAIVisionConnector and AnthropicVisionConnector. This use case will show you how GenAI can streamline content creation for marketing across the board.
Ollama Use Case: Learn how Scenario Specialist Dmitri Bagh has utilized Ollama within FME to input data, create custom models, and enhance security protocols. This segment will include demos to illustrate the full capabilities of FME in AI-driven processes.
Custom AI Models: Discover how to leverage FME to build personalized AI models using your data. Whether it’s populating a model with local data for added security or integrating public AI tools, find out how FME facilitates a versatile and secure approach to AI.
We’ll wrap up with a live Q&A session where you can engage with our experts on your specific use cases, and learn more about optimizing your data workflows with AI.
This webinar is ideal for professionals seeking to harness the power of AI within their data management systems while ensuring high levels of customization and security. Whether you're a novice or an expert, gain actionable insights and strategies to elevate your data processes. Join us to see how FME and AI can revolutionize how you work with data!
Essentials of Automations: The Art of Triggers and Actions in FMESafe Software
In this second installment of our Essentials of Automations webinar series, we’ll explore the landscape of triggers and actions, guiding you through the nuances of authoring and adapting workspaces for seamless automations. Gain an understanding of the full spectrum of triggers and actions available in FME, empowering you to enhance your workspaces for efficient automation.
We’ll kick things off by showcasing the most commonly used event-based triggers, introducing you to various automation workflows like manual triggers, schedules, directory watchers, and more. Plus, see how these elements play out in real scenarios.
Whether you’re tweaking your current setup or building from the ground up, this session will arm you with the tools and insights needed to transform your FME usage into a powerhouse of productivity. Join us to discover effective strategies that simplify complex processes, enhancing your productivity and transforming your data management practices with FME. Let’s turn complexity into clarity and make your workspaces work wonders!
AI 101: An Introduction to the Basics and Impact of Artificial IntelligenceIndexBug
Imagine a world where machines not only perform tasks but also learn, adapt, and make decisions. This is the promise of Artificial Intelligence (AI), a technology that's not just enhancing our lives but revolutionizing entire industries.
Pushing the limits of ePRTC: 100ns holdover for 100 daysAdtran
At WSTS 2024, Alon Stern explored the topic of parametric holdover and explained how recent research findings can be implemented in real-world PNT networks to achieve 100 nanoseconds of accuracy for up to 100 days.
HCL Notes and Domino License Cost Reduction in the World of DLAUpanagenda
Webinar Recording: https://www.panagenda.com/webinars/hcl-notes-and-domino-license-cost-reduction-in-the-world-of-dlau/
The introduction of DLAU and the CCB & CCX licensing model caused quite a stir in the HCL community. As a Notes and Domino customer, you may have faced challenges with unexpected user counts and license costs. You probably have questions on how this new licensing approach works and how to benefit from it. Most importantly, you likely have budget constraints and want to save money where possible. Don’t worry, we can help with all of this!
We’ll show you how to fix common misconfigurations that cause higher-than-expected user counts, and how to identify accounts which you can deactivate to save money. There are also frequent patterns that can cause unnecessary cost, like using a person document instead of a mail-in for shared mailboxes. We’ll provide examples and solutions for those as well. And naturally we’ll explain the new licensing model.
Join HCL Ambassador Marc Thomas in this webinar with a special guest appearance from Franz Walder. It will give you the tools and know-how to stay on top of what is going on with Domino licensing. You will be able lower your cost through an optimized configuration and keep it low going forward.
These topics will be covered
- Reducing license cost by finding and fixing misconfigurations and superfluous accounts
- How do CCB and CCX licenses really work?
- Understanding the DLAU tool and how to best utilize it
- Tips for common problem areas, like team mailboxes, functional/test users, etc
- Practical examples and best practices to implement right away
“An Outlook of the Ongoing and Future Relationship between Blockchain Technologies and Process-aware Information Systems.” Invited talk at the joint workshop on Blockchain for Information Systems (BC4IS) and Blockchain for Trusted Data Sharing (B4TDS), co-located with with the 36th International Conference on Advanced Information Systems Engineering (CAiSE), 3 June 2024, Limassol, Cyprus.
Infrastructure Challenges in Scaling RAG with Custom AI modelsZilliz
Building Retrieval-Augmented Generation (RAG) systems with open-source and custom AI models is a complex task. This talk explores the challenges in productionizing RAG systems, including retrieval performance, response synthesis, and evaluation. We’ll discuss how to leverage open-source models like text embeddings, language models, and custom fine-tuned models to enhance RAG performance. Additionally, we’ll cover how BentoML can help orchestrate and scale these AI components efficiently, ensuring seamless deployment and management of RAG systems in the cloud.
Communications Mining Series - Zero to Hero - Session 1DianaGray10
This session provides introduction to UiPath Communication Mining, importance and platform overview. You will acquire a good understand of the phases in Communication Mining as we go over the platform with you. Topics covered:
• Communication Mining Overview
• Why is it important?
• How can it help today’s business and the benefits
• Phases in Communication Mining
• Demo on Platform overview
• Q/A
Climate Impact of Software Testing at Nordic Testing DaysKari Kakkonen
My slides at Nordic Testing Days 6.6.2024
Climate impact / sustainability of software testing discussed on the talk. ICT and testing must carry their part of global responsibility to help with the climat warming. We can minimize the carbon footprint but we can also have a carbon handprint, a positive impact on the climate. Quality characteristics can be added with sustainability, and then measured continuously. Test environments can be used less, and in smaller scale and on demand. Test techniques can be used in optimizing or minimizing number of tests. Test automation can be used to speed up testing.
GraphSummit Singapore | The Future of Agility: Supercharging Digital Transfor...Neo4j
Leonard Jayamohan, Partner & Generative AI Lead, Deloitte
This keynote will reveal how Deloitte leverages Neo4j’s graph power for groundbreaking digital twin solutions, achieving a staggering 100x performance boost. Discover the essential role knowledge graphs play in successful generative AI implementations. Plus, get an exclusive look at an innovative Neo4j + Generative AI solution Deloitte is developing in-house.
GraphSummit Singapore | The Future of Agility: Supercharging Digital Transfor...
The effective use of blogs in economics education
1. The effective use of blogs in economics education Developments in Economics Education (DEE) Conference Paul Ayres and Bhagesh Sachania http://del. icio .us/ cfbloke / dee