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Storify lets you curate social networks to build social stories, bringing together media scattered across the Web into a coherent narrative. We are building the story layer above social networks, to amplify the voices that matter and create a new media format that is interactive, dynamic and social.
Learning is evolving, but we must look back even as we look forward, exploring the many potentials of online classrooms, while also recognizing how learning in digital space is and always will be informed by what we do in physical classrooms.
I believe we should do what we can as teachers of writing to keep the ups and downs of teaching and learning with tech in critical tension. Let’s try to be careful not to get too high or too low on tech, and with luck our colleagues and students will appreciate our sober points of view.
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most students take to writing with technology quite well, and those who do not usually benefit from the practice and explicit instruction
Instant messaging (IM) services like AIM, Yahoo! Messenger, or Windows Live Messenger make it possible for you to chat in real-time with friends, colleagues, and students. Google integrated chat into its email service, Gmail, in 2006, and even Facebook added a chat feature in early 2008. So the chances are good that your students will have accounts on one or more of these services. If you do as well, then you can simply let your students know your account name (so they can find you) and when you will be available to chat with them. Julie indicates that her students have always been respectful of her status when she is logged in, and students only chat with her when it is their designated time.
In this post, you'll get a quick introduction to Google Docs as well as some "lessons learned" by yours truly. In the comments, I hope others will share their experiences using Google Docs in the classroom.
So over the past couple of months I have been writing here about my use of Twitter in the classroom. The first post garnered some much interest that I ended up writing a follow-up one. In both cases though I wrote primarily around the specific ways I used Twitter, or my reasons for doing so, without actually covering the how-to aspect. To be sure there are several tutorials (these two videos for instance), and an introduction from the Common Craft show, so what I thought I would cover here are the logistics of setting it up in an educational space.
It's final exam time for most of us in higher education. We are scrambling to give final exams, grade student work, submit grades, and leave for the winter break with just a little bit of sanity and a few working brain cells. Then it hits: the excuses for missing or late work.
As I'm a little more than a month out from the semester's end, I've been reflecting on different aspects of the semester: things that worked well, things that didn't work at all, and things that could be tweaked for the future. In particular, I've been musing on how I integrated social media into my classes.
If you're wondering what use Google's new Wave tool might have for teaching, one online-learning leader has an answer: combining classes from different colleges.
The initial announcement of Google Wave one year ago produced-well, let's just call it a lot of enthusiasm-within tech circles, as everyone oohed and ahhed over the idea of reimagining email as a social communication technology. That enthusiasm hasn't exactly borne out, sad to say; the letdown came in part because of the difficulty of getting into the system (invitations were hard to come by, early on), in part because of the difficult of using the system (a series of technical glitches made the ride pretty bumpy at first), and in part because... once we were all in there, we weren't sure what we were supposed to do. Except talk about Wave. - ProfHacker - The Chronicle of Higher Education
This article describes the effect of a four-questions technique used to enhance critical thinking in online discussions. Students in a graduate educational psychology course participated in three online asynchronous discussions in reaction to case studies. Prior to the second discussion only, students responded to questions designed to encourage critical thinking through the four-questions technique of analyzing, reflecting, applying, and questioning. The researchers measured evidence of critical thinking by rating students' comments in an online discussion with The Washington State University Critical and Integrative Thinking Scale. Results suggest that the four-questions technique is effective in enhancing critical thinking in online discussions.
This is a blog where I post my own thoughts about innovations in learning in higher education, particularly through the integration of participatory learning. I enjoy experimenting with new technologies in my own teaching and sharing them with my colleagues, as well as hearing from students about how their learning has been enhanced.
"Special Issue on Next Generation Learning/Course Management Systems"
Fifty Classroom Assessment Techniques are presented in this book. The book is in the HCC library if you want additional techniques or additional information on the five described below. These techniques are to be used as starting points, ideas to be adapted and improved upon.
Classroom Assessment Techniques (CATs) are generally simple, non-graded, anonymous, in-class activities designed to give you and your students useful feedback on the teaching-learning process as it is happening. Vanderbilt Center for Teaching
Classroom assessment is both a teaching approach and a set of techniques. The approach is that the more you know about what and how students are learning, the better you can plan learning activities to structure your teaching. The techniques are mostly simple, non-graded, anonymous, in-class activities that give both you and your students useful feedback on the teaching-learning process.
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