This presentation was prepared for the E-Learning Colorado Consortium Professional Development Day in Denver, CO, on October 30, 2009.
The event title was the Web2.0 Buffet
Teaching and Learning with Web 2.0: What's on Your Plate?S T
Web 2.0 are the internet tools and services that allow us multiple ways to "create, collaborate,
and communicate." This session provides multiple examples of these applications.
A presentation by Kim Cofino, given at Qatar Academy in February 2009. Find more details about this presentation here: http://21stcenturyeducator.wikispaces.com
By Meredith Weichman discusses her experience using various social media tools as an educator. She finds Twitter useful for following other educators but has concerns about monitoring personal messages and access from work. Delicious is a good resource for bookmarking and accessing resources from any location. Google Groups allows sharing ideas with other educators but is difficult to recruit members. Facebook can effectively communicate with large groups of students but requires monitoring posts. Overall, social media tools offer vast professional development resources if used appropriately in the classroom and as personal tools for educators.
The document discusses using social media in higher education. It suggests that students can use blogs, Twitter, Facebook groups, and Slideshare to interact with each other and professors about course materials. Specific examples of how each tool can be used are provided, such as students blogging comments on course posts, using hashtags on Twitter to discuss classes, displaying tweets in class through visibletweets.com, and sharing slides and notes through Slideshare.
This document discusses using social media in the classroom. It notes the widespread use of platforms like Facebook, Twitter, and Instagram. It argues social media can teach students proper online interaction, make the world the classroom, and give a voice to students. Specific ways to use Facebook, Twitter, Pinterest and other platforms for communication, supplemental learning materials, collaborative hashtags, and organizing images/media are presented. The conclusion is that available technologies should help students learn.
The document introduces LiveBinders, an online tool for organizing and sharing information from the web. It can be used in the classroom for resources, presentations, e-portfolios, webquests, and collaborating on projects. The document provides examples of LiveBinders and tutorials for creating a LiveBinder. It concludes with instructions for participants to create their own private LiveBinder with four tabs: an "About Me" tab with their information, a tab linking to their favorite Web 2.0 tool, a tab with two subtabs linking to LiveBinder samples, and a tab with an image.
This document summarizes a presentation about using Web 2.0 tools in education. It introduces the presenters and defines Web 2.0 as being more interactive and user-centered than previous iterations of the web. A variety of Web 2.0 tools are described that can be used for instructional purposes, including social networking platforms like Twitter and Facebook, multimedia sharing sites, and subject-specific applications. The presentation encourages educators to explore these tools to engage today's students and provide new ways of interacting and sharing information.
A blog is a type of website where users or groups can post content in chronological order. Blogs are typically maintained by an individual or organization and cover topics like commentary, descriptions of events, or other media. Common features include comments and links to encourage interaction between readers. Blogs are created using blog-specific publishing software and come in different genres and formats depending on the content and device used.
Teaching and Learning with Web 2.0: What's on Your Plate?S T
Web 2.0 are the internet tools and services that allow us multiple ways to "create, collaborate,
and communicate." This session provides multiple examples of these applications.
A presentation by Kim Cofino, given at Qatar Academy in February 2009. Find more details about this presentation here: http://21stcenturyeducator.wikispaces.com
By Meredith Weichman discusses her experience using various social media tools as an educator. She finds Twitter useful for following other educators but has concerns about monitoring personal messages and access from work. Delicious is a good resource for bookmarking and accessing resources from any location. Google Groups allows sharing ideas with other educators but is difficult to recruit members. Facebook can effectively communicate with large groups of students but requires monitoring posts. Overall, social media tools offer vast professional development resources if used appropriately in the classroom and as personal tools for educators.
The document discusses using social media in higher education. It suggests that students can use blogs, Twitter, Facebook groups, and Slideshare to interact with each other and professors about course materials. Specific examples of how each tool can be used are provided, such as students blogging comments on course posts, using hashtags on Twitter to discuss classes, displaying tweets in class through visibletweets.com, and sharing slides and notes through Slideshare.
This document discusses using social media in the classroom. It notes the widespread use of platforms like Facebook, Twitter, and Instagram. It argues social media can teach students proper online interaction, make the world the classroom, and give a voice to students. Specific ways to use Facebook, Twitter, Pinterest and other platforms for communication, supplemental learning materials, collaborative hashtags, and organizing images/media are presented. The conclusion is that available technologies should help students learn.
The document introduces LiveBinders, an online tool for organizing and sharing information from the web. It can be used in the classroom for resources, presentations, e-portfolios, webquests, and collaborating on projects. The document provides examples of LiveBinders and tutorials for creating a LiveBinder. It concludes with instructions for participants to create their own private LiveBinder with four tabs: an "About Me" tab with their information, a tab linking to their favorite Web 2.0 tool, a tab with two subtabs linking to LiveBinder samples, and a tab with an image.
This document summarizes a presentation about using Web 2.0 tools in education. It introduces the presenters and defines Web 2.0 as being more interactive and user-centered than previous iterations of the web. A variety of Web 2.0 tools are described that can be used for instructional purposes, including social networking platforms like Twitter and Facebook, multimedia sharing sites, and subject-specific applications. The presentation encourages educators to explore these tools to engage today's students and provide new ways of interacting and sharing information.
A blog is a type of website where users or groups can post content in chronological order. Blogs are typically maintained by an individual or organization and cover topics like commentary, descriptions of events, or other media. Common features include comments and links to encourage interaction between readers. Blogs are created using blog-specific publishing software and come in different genres and formats depending on the content and device used.
Facebook, Twitter, and Youtube: Social media for educatorsTanya Joosten
The document discusses using social media for distance teaching and learning. It covers getting started with social media like Twitter and hashtags. It also discusses using social media for pedagogical purposes, like having students use Twitter for announcements, discussions and connecting with other students. Finally, it discusses best practices for managing social media presence across multiple platforms.
The document discusses using social media for distance teaching and learning. It covers getting started with social media like Twitter and hashtags. It also discusses using social media for pedagogical purposes, like Twitter for announcements and live discussions. Finally, it addresses managing social media presence through tools like TweetDeck and HootSuite.
The document discusses the use of various free Web 2.0 applications in education. It provides examples of how the author uses tools like Meebo, YouTube, Delicious, blogs, Flickr, and Twitter in her own classroom. It also shares examples of how these tools have been used in other classrooms, such as for group chats, embedding videos, bookmark sharing, photo sharing, reminders, and keeping up with news feeds and tweets. Links are included for exploring these applications further.
The document discusses using blogs in the classroom. It defines what a blog is and provides statistics on blog usage. It explains that blogs can encourage deeper student learning by increasing understanding, thought, exploration, and connections. Blogs also facilitate more interaction between students and teachers and increase positive emotions about learning. The document outlines different types of blogs and blog services that can be used in education. It notes some challenges of classroom blogging like engagement, quality, safety, and accessibility and provides tips for safe and appropriate blogging.
Social media in education(شبكات التوصل الاجتماعية فى التعليم )Mohamed Reda
This document discusses how to incorporate various social media tools into educational activities. It provides examples of how tools like Facebook, Twitter, YouTube, TED Talks, Khan Academy, LinkedIn, Pinterest, SlideShare and blogging can be used to boost student engagement, connect students with experts, share content and lessons, and help students develop an online presence. Potential benefits are outlined, such as increased comprehension and new learning channels, as well as challenges to consider, such as distraction. The document emphasizes using social media purposefully with a clear learning objective in mind.
Building a Professional Learning Network (PLN)Torrey Trust
Personalize your professional development by building a Professional Learning Network (PLN). This powerpoint shows you the basics of developing a PLN and highlights useful tools and websites for PLN's. http://edutechdatabase.wikispaces.com
This document discusses using various social media tools like Facebook, Twitter, blogs, Flickr, and YouTube to promote Iowa Wesleyan College. It proposes integrating a blog directly into the college website to allow students and faculty to post updates and comments. Microblogging on Twitter is suggested to share photos and announcements about campus events and activities in order to give prospective students a virtual view of campus life.
The document discusses the use of blogs for teaching and learning. It provides statistics on search results for blogs on different search engines. It outlines benefits of blogging such as promoting critical thinking, reflection, and collaboration. Examples are given of different types of blogs teachers and students can create, including class blogs and blogs to archive student work. Resources for creating blogs on platforms like Blogger, WordPress, and Edublogs are also mentioned.
This document discusses using blogs in K-12 classrooms. It defines blogs and compares them to websites, noting that blogs are easier to update and encourage discussion through comments. The document outlines several reasons to use blogs in the classroom, including that they are interactive, engage students in writing and sharing work, and help integrate technology. It provides examples of how teachers can use blogs, such as for writing prompts, project updates, and connecting with other classrooms. The document also discusses blog safety and lists tools for creating classroom blogs.
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.
This document provides suggestions for using online media and multimedia tools to enhance classes, including websites for sharing files and blogging, capturing and uploading videos with captions, finding supplemental videos, putting slides and documents online for sharing, creating comics and cartoons, using blogs and social media, creating podcasts, and using Elluminate for live online lectures. It encourages exploring different tools, getting feedback, and having fun with multimedia in the classroom.
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.
This document discusses new ideas for using educational networking through social media platforms like Facebook and blogs. It outlines how Facebook and blogs can be used to engage students, connect them with each other and teachers, and share information. When implemented effectively for educational purposes, these platforms may enhance students' knowledge, motivation, literacy skills, and social development while also increasing engagement and program retention.
The document discusses using social media for educators. It summarizes establishing a Twitter account for a school music department to share student work and keep the community updated. It also discusses the ease of creating accounts on Twitter and Glogster for students, though Glogster's interface can be glitchy. Maintaining multiple accounts takes time. Moodle is praised for allowing asynchronous online learning at one's own pace through articles and tools. Various social media accounts and projects are listed at the end.
This document discusses using blogs to enhance student writing. It provides an overview of blogs and their advantages for education. Specific steps are outlined for creating a blog, inviting students, posting entries, adding photos/links, using comments/edits. Sample education blogs are listed and questions are presented on how to implement a class blog to meet instructional objectives and assess student work while ensuring all have access.
This document discusses using blogs to enhance student writing. It provides an overview of blogs and their advantages for education. Specific steps are outlined for creating a blog, inviting students, posting entries, and using commenting and editing features. Sample education blogs are listed and considerations for applying blogs in classes are presented, such as setting guidelines and assessing students. The conclusion encourages reaching out if you have additional questions.
The document discusses using social media for educational purposes. It covers getting started with Twitter, building networks, and hashtags. It also discusses using social media for pedagogical goals like increasing communication and engagement. Specific social media like Twitter, Facebook, YouTube are explored with examples of educational uses. Managing social networks through linking and dashboards is also covered.
This document discusses different types of social networking sites and their features. It describes social networking sites as websites that allow users to create and share content as well as communicate with other users. Examples of social networking sites mentioned include Facebook, YouTube, Wikipedia and Instagram. The document also discusses features of social networking sites like creating profiles, sharing photos and videos, commenting on content, messaging other users, and connecting with friends and family.
The document discusses the use of social networking and social media by educators and schools. It defines social networking as interaction between groups sharing interests, and social media as user-generated content and conversations. Examples of social media applications that can be used for communication, professional growth, and public relations are given, including Twitter, YouTube, LinkedIn, Facebook, and Ning. Guidelines are provided for appropriate educational use of social media through professionalism, policy, and maintaining a positive digital footprint.
This document discusses using social media for admissions purposes. It covers why schools should use social media by reviewing usage trends of platforms like Pinterest, Google+, Tumblr, and Instagram. It discusses what content schools should share, focusing on visual stories and sources from faculty, students, and alumni. It explores the different audiences of prospective students, current families, and alumni. Finally, it provides tips on how to get started on each major platform and integrate social media into a school's website.
This document provides guidance on using social media for teaching and learning. It discusses how to build a professional network on Twitter by following key influencers, using relevant hashtags, and participating in live Twitter chats. Examples are given of using Facebook to increase instructor-student communication and using Twitter to facilitate in-class feedback and participation. The benefits of sharing content through YouTube, Flickr, and other sites to engage students are outlined. It is emphasized that social media is just a tool and instructors should develop a sound pedagogical strategy to enhance learning outcomes. Questions to consider regarding strategy, evaluation, resources, and policies are presented to help instructors effectively integrate social media.
Facebook, Twitter, and Youtube: Social media for educatorsTanya Joosten
The document discusses using social media for distance teaching and learning. It covers getting started with social media like Twitter and hashtags. It also discusses using social media for pedagogical purposes, like having students use Twitter for announcements, discussions and connecting with other students. Finally, it discusses best practices for managing social media presence across multiple platforms.
The document discusses using social media for distance teaching and learning. It covers getting started with social media like Twitter and hashtags. It also discusses using social media for pedagogical purposes, like Twitter for announcements and live discussions. Finally, it addresses managing social media presence through tools like TweetDeck and HootSuite.
The document discusses the use of various free Web 2.0 applications in education. It provides examples of how the author uses tools like Meebo, YouTube, Delicious, blogs, Flickr, and Twitter in her own classroom. It also shares examples of how these tools have been used in other classrooms, such as for group chats, embedding videos, bookmark sharing, photo sharing, reminders, and keeping up with news feeds and tweets. Links are included for exploring these applications further.
The document discusses using blogs in the classroom. It defines what a blog is and provides statistics on blog usage. It explains that blogs can encourage deeper student learning by increasing understanding, thought, exploration, and connections. Blogs also facilitate more interaction between students and teachers and increase positive emotions about learning. The document outlines different types of blogs and blog services that can be used in education. It notes some challenges of classroom blogging like engagement, quality, safety, and accessibility and provides tips for safe and appropriate blogging.
Social media in education(شبكات التوصل الاجتماعية فى التعليم )Mohamed Reda
This document discusses how to incorporate various social media tools into educational activities. It provides examples of how tools like Facebook, Twitter, YouTube, TED Talks, Khan Academy, LinkedIn, Pinterest, SlideShare and blogging can be used to boost student engagement, connect students with experts, share content and lessons, and help students develop an online presence. Potential benefits are outlined, such as increased comprehension and new learning channels, as well as challenges to consider, such as distraction. The document emphasizes using social media purposefully with a clear learning objective in mind.
Building a Professional Learning Network (PLN)Torrey Trust
Personalize your professional development by building a Professional Learning Network (PLN). This powerpoint shows you the basics of developing a PLN and highlights useful tools and websites for PLN's. http://edutechdatabase.wikispaces.com
This document discusses using various social media tools like Facebook, Twitter, blogs, Flickr, and YouTube to promote Iowa Wesleyan College. It proposes integrating a blog directly into the college website to allow students and faculty to post updates and comments. Microblogging on Twitter is suggested to share photos and announcements about campus events and activities in order to give prospective students a virtual view of campus life.
The document discusses the use of blogs for teaching and learning. It provides statistics on search results for blogs on different search engines. It outlines benefits of blogging such as promoting critical thinking, reflection, and collaboration. Examples are given of different types of blogs teachers and students can create, including class blogs and blogs to archive student work. Resources for creating blogs on platforms like Blogger, WordPress, and Edublogs are also mentioned.
This document discusses using blogs in K-12 classrooms. It defines blogs and compares them to websites, noting that blogs are easier to update and encourage discussion through comments. The document outlines several reasons to use blogs in the classroom, including that they are interactive, engage students in writing and sharing work, and help integrate technology. It provides examples of how teachers can use blogs, such as for writing prompts, project updates, and connecting with other classrooms. The document also discusses blog safety and lists tools for creating classroom blogs.
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.
This document provides suggestions for using online media and multimedia tools to enhance classes, including websites for sharing files and blogging, capturing and uploading videos with captions, finding supplemental videos, putting slides and documents online for sharing, creating comics and cartoons, using blogs and social media, creating podcasts, and using Elluminate for live online lectures. It encourages exploring different tools, getting feedback, and having fun with multimedia in the classroom.
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.
This document discusses new ideas for using educational networking through social media platforms like Facebook and blogs. It outlines how Facebook and blogs can be used to engage students, connect them with each other and teachers, and share information. When implemented effectively for educational purposes, these platforms may enhance students' knowledge, motivation, literacy skills, and social development while also increasing engagement and program retention.
The document discusses using social media for educators. It summarizes establishing a Twitter account for a school music department to share student work and keep the community updated. It also discusses the ease of creating accounts on Twitter and Glogster for students, though Glogster's interface can be glitchy. Maintaining multiple accounts takes time. Moodle is praised for allowing asynchronous online learning at one's own pace through articles and tools. Various social media accounts and projects are listed at the end.
This document discusses using blogs to enhance student writing. It provides an overview of blogs and their advantages for education. Specific steps are outlined for creating a blog, inviting students, posting entries, adding photos/links, using comments/edits. Sample education blogs are listed and questions are presented on how to implement a class blog to meet instructional objectives and assess student work while ensuring all have access.
This document discusses using blogs to enhance student writing. It provides an overview of blogs and their advantages for education. Specific steps are outlined for creating a blog, inviting students, posting entries, and using commenting and editing features. Sample education blogs are listed and considerations for applying blogs in classes are presented, such as setting guidelines and assessing students. The conclusion encourages reaching out if you have additional questions.
The document discusses using social media for educational purposes. It covers getting started with Twitter, building networks, and hashtags. It also discusses using social media for pedagogical goals like increasing communication and engagement. Specific social media like Twitter, Facebook, YouTube are explored with examples of educational uses. Managing social networks through linking and dashboards is also covered.
This document discusses different types of social networking sites and their features. It describes social networking sites as websites that allow users to create and share content as well as communicate with other users. Examples of social networking sites mentioned include Facebook, YouTube, Wikipedia and Instagram. The document also discusses features of social networking sites like creating profiles, sharing photos and videos, commenting on content, messaging other users, and connecting with friends and family.
The document discusses the use of social networking and social media by educators and schools. It defines social networking as interaction between groups sharing interests, and social media as user-generated content and conversations. Examples of social media applications that can be used for communication, professional growth, and public relations are given, including Twitter, YouTube, LinkedIn, Facebook, and Ning. Guidelines are provided for appropriate educational use of social media through professionalism, policy, and maintaining a positive digital footprint.
This document discusses using social media for admissions purposes. It covers why schools should use social media by reviewing usage trends of platforms like Pinterest, Google+, Tumblr, and Instagram. It discusses what content schools should share, focusing on visual stories and sources from faculty, students, and alumni. It explores the different audiences of prospective students, current families, and alumni. Finally, it provides tips on how to get started on each major platform and integrate social media into a school's website.
This document provides guidance on using social media for teaching and learning. It discusses how to build a professional network on Twitter by following key influencers, using relevant hashtags, and participating in live Twitter chats. Examples are given of using Facebook to increase instructor-student communication and using Twitter to facilitate in-class feedback and participation. The benefits of sharing content through YouTube, Flickr, and other sites to engage students are outlined. It is emphasized that social media is just a tool and instructors should develop a sound pedagogical strategy to enhance learning outcomes. Questions to consider regarding strategy, evaluation, resources, and policies are presented to help instructors effectively integrate social media.
Twitter for Academics: Get Better Connected - Slides from a talk given by Dr Helen Dixon to the Scholarly Educational Research Network (SERN), Centre for Medical Education at Queen's University Belfast
The document provides guidance on using Twitter for academics. It discusses introducing yourself on Twitter and connecting with others. It also covers mentioning and replying to others, tagging others in photos, using lists, searching for information, participating in tweet chats, and interacting at conferences. The document then discusses using Twitter to acquire and disseminate knowledge through sharing links, research, expertise and engaging with the academic community. It emphasizes digital professionalism and following community guidelines when using Twitter.
The document summarizes a workshop on using social media in education. The workshop covered setting up accounts on Twitter and Facebook, and discussed various ways social media can be used pedagogically, including for announcements, supplemental materials, collecting real-world data, and backchannel communication. It also addressed concerns around privacy and best practices when using social media. Participants engaged in hands-on activities and discussions around these topics.
Social mediaintheclassroom presentationcosborne123
This document discusses how social media tools can be incorporated into educational activities. It provides examples of several social media platforms like Facebook, Twitter, YouTube, and LinkedIn and ways they can be used to boost student engagement, connect students to experts, share content and lessons, and help students develop their online presence. The document emphasizes that social media should be used purposefully to meet learning objectives and not just for its own sake.
Social mediaintheclassroom presentationSushant Sood
This document discusses how social media tools can be incorporated into educational activities. It provides examples of several social media platforms like Facebook, Twitter, YouTube, and LinkedIn and ways they can be used to boost student engagement, connect students to experts, share content and lessons, and help students develop their online presence. The document emphasizes that social media should be used purposefully to meet learning objectives and not just for its own sake.
Social Media in the Classroom by Wilmington Universitysalazarr9450
This document discusses how social media tools can be incorporated into educational activities. It provides examples of several social media platforms like Facebook, Twitter, YouTube, and LinkedIn and ways they can be used to boost student engagement, connect students to experts, share content and lessons, and help students develop their online presence. The document emphasizes that social media should be used purposefully to meet learning objectives and not just for its own sake.
ocial media, including Twitter, Facebook, and YouTube, is changing the way we communicate, share ideas, and build networks. By exploiting the power and popularity of these tools, we can provide students an enhanced learning experience. This session will focus on how social media can be used in education, both inside and outside the classroom. More specifically, we will offer real-life, tried-and-true examples to demonstrate social media's ability to increase course communication and collaboration; create engaging learning activities; enhance the student experience (e.g. satisfaction); and improve student learning and performance. Note: Attendees must bring their own computers
http://www.nmc.org/preso/8322
This document provides an overview of using various social media tools like Facebook, Twitter, YouTube, blogs and wikis for school communication and collaboration. It discusses how schools and educational institutions can use these tools to publicize achievements, develop professional learning networks, and engage with students, parents and the public. Common concerns about social media are addressed, and examples of schools that have successfully adopted these tools are presented.
Social media provides significant benefits to education and healthcare. In education, it encourages interaction between students and helps them form connections to increase retention. Social media allows for sharing of educational resources like videos and tutorials, as well as online classes that are more affordable than traditional options. Facebook Live enables joining classes anywhere, and Facebook pages enhance knowledge on various topics. YouTube contains millions of educational videos from popular channels. In healthcare, social media manages blood donation signups and allows easy access to health updates. It also facilitates virtual doctor visits through video chat. Overall, social media has greatly improved and eased many aspects of education and important sectors through connectivity and information sharing.
Communication in a Web 2.0 World - New York State School Boards Assn.Evelyn McCormack
This document provides an overview of various social media tools and platforms that can be used by school officials and communicators, including Facebook, Twitter, YouTube, blogs/eNewsletters, and Wikis. It discusses how these tools can help publicize achievements, drive traffic to district websites, and control messaging. Common concerns about social media like wasting time and compromising security are also addressed. Examples of school districts currently using these tools are given.
Brave New Worlds: Social Media in the Classroom and in the Field (BEAC)Kemp Edmonds
The document discusses the use of social media in journalism education and the news industry. It notes how social media has changed conversations and the media landscape. It provides examples of how social media has been used for investigative journalism and disaster reporting. The document encourages educators to integrate social media in the classroom by having students create and publish content online. Tips are provided for using social media professionally and for new journalists entering the field. The future of journalism is seen as multimedia storytelling and building communities through social media.
"Using Social Media in Education" Seminar conducted for faculty of Sultan Qaboos University, Muscat, Oman April 2009 by Vicky Frank, Seward Inc.
Presentation delivered by Barbara Bradley, NY State School Boards, and Evelyn McCormack, Southern Westchester BOCES, at the annual NYSSBA conference in Buffalo, NY, October 2011.
UWM LTC Facebook and Twitter, Social Media in Teaching and Learningsharstoer
The document discusses using social media tools like Twitter and Facebook for teaching and learning. It provides guidance on setting up accounts, engaging with students, and integrating social media into classes before, during and after class activities. Best practices are outlined such as establishing relevance, modeling effective use, and continuing active participation. Concerns about costs, appropriate use, privacy and evaluation of impact are also addressed.
Emerging Learning Spaces: Blackboard and Beyonderenoe
This document summarizes a workshop on emerging learning technologies such as Blackboard. It introduces Blackboard and other tools like YouTube, Facebook, Flickr and Twitter. It discusses how these tools can be used to enhance teaching and learning by extending interaction, allowing deeper exploration of topics, and making learning flexible. Both benefits and potential disadvantages of using these tools are considered. The workshop aims to help educators reflect on incorporating learning technologies into their courses and communities.
This document provides an overview of social media and guidance on getting started with key social media platforms. It defines social media as online conversations and discusses how it is powered by social networks, news/bookmarking, blogs/microblogging, video/photo sharing, and forums/wikis. The document then focuses on getting started with blogs, Twitter, Facebook, YouTube and Flickr, providing tips on usage and best practices. It emphasizes sharing content where online audiences engage and concludes with questions/resources for further assistance.
Talk given at JILN University to graduate students and their faculty in vet science about serious games for learning and citizen science games. November 2014
This document discusses personal learning environments (PLEs). A PLE is a system for identifying and mapping sources that are effective for learning about a particular topic. These sources can include documents, people, formal learning courses, social media, videos, and other online resources. The document provides examples of PLE diagrams created by other learners and instructs readers to create their own PLE diagram for either general learning goals or a specific goal. It also suggests having learners share their PLEs as part of a course assignment and includes links to rubrics that could be used for assessment.
This document provides a list of free online educational resources including iTunes U, Khan Academy, WikiHow, YouTube, and Dummies.com. It also discusses mobile apps for education available on iPad, iPhone, and Android devices and ebook options for reading books on different devices using apps like Kindle and iBooks. Tutorial search options on Google, Siri, and specific tutorial websites are also mentioned.
Free and Life-Long provides a list of topics for people to learn about either for fun or out of personal interest. It then lists popular online resources for finding learning materials, including YouTube, Khan Academy, Future Learn, and iTunes U. The document encourages searching Google using terms like "free online courses" or "tutorial" plus a topic to find instructional materials. It concludes by inviting the sharing of additional learning resource suggestions or questions via email.
The MOOC Panel: Survivors, Thrivers, and Skeptics
These slides provided the backdrop for our live panel. Links to MOOC sources have been saved in Delicious. The URL to the bookmarking site appears in the slides.
This presentation identifies large sites that contain promising video for academic use,
bookmarking those finds, and student engagement through finding and creating video.
The document discusses using QR (quick response) codes in higher education. It defines QR codes as two-dimensional barcodes that can link physical objects to online content. Examples provided include using QR codes for marketing, providing additional educational resources, and orienting students around campus. The document also reviews how QR codes are created and scanned, and discusses potential benefits and barriers to using them in higher education.
These slides were initially prepared for a presentation at Hong Kong City University in Oct. 2010. I later added a few slides defining e-learning and addressing 21st century learning.
This presentation was prepared for the Hong Kong Federation of Continuing Education/Tertiary Education. This presentation focuses on quality models that can inform both design and evaluation of e-learning implementations.
Creative Commons Licensed -- Attribution, NonCommercial--No Derivs License
This presentation examines three categories of technology for use in Higher Ed Instruction:
1) Web2.0: Slides 5 - 17
2) Cell Phones: Slides 18 - 31
3) Virtual World Learning and Second Life: Slides 33 - 56
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
1. Presentation forThe Web2.0 Buffet Professional Development Day E-Learning Consortium of Colorado Presenter: Alice Bedard-Voorhees, Ph.D. (Twitter: constantlearn) Colorado Mountain College October 30, 2009 This photo is licensed under Creative Commons by Web 2.0 Buffet Colorado E-Learning Consortium Oct. 30, 2009 Presented by Alice Bedard-Voorhees, Ph.D.
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4. Buffet Assumptions Food provides energy Sharing food can be a social event Food can be fun, pleasurable New foods open us to new experiences Choices can be boggling