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Social media: A guide for researchers | Research Information Network
One of the most important things that researchers do is to find, use and disseminate information, and social media offers a range of tools which can facilitate this.
The guide discusses the use of social media for research and academic purposes and will not be examining the many other uses that social media is put to across society.
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Social bookmarking software helps students to generate resource lists - Case Studies Wiki
Tutors own experience of starting a social bookmarking initiative. Sourced from Jisc report "A Study on the Effective Use of Social Software by Further and Higher Education in the UK to Support Student Learning and Engagement." (2008-2009)
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Creative Learning Theory | Learner Weblog
Having a read of @suifaijohnmak 's Creative Learning Theory: http://t.co/Un86kZU edu
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Connectivism - Personal Learning Networks for 21st Century Teachers
Slideshare presentation - Connectivism, social networks and PLNs
Saturday, 20 August 2011
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Saturday, 13 August 2011
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Scaffolding Learning with Twitter : JISC
Jisc Project - links to final report at bottom of page.
The overall aim of this project is to explore the usefulness of ‘microblogging’ (Twitter) as a means to scaffolding learning and engaging students in critical thinking. -
Asynchronous and Synchronous E-Learning (EDUCAUSE Quarterly) | EDUCAUSE
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Tweeting The Night Away: Using Twitter to Enhance Social Presence
To be truly effective, online learning must facilitate the social process of learning. This involves providing space and opportunities for students and faculty to engage in social activities.
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Learning, assessment, outcomes, ecologies « Connectivism
In reality, the focus of evaluation is to ensure that a learner has a framework upon which she/he can build and function within a field or within society as a whole. The grade, while mandated, is really one of the least valuable parts of the entire learning process.
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Half an Hour: Connectivist Dynamics in Communities
So what constitutes connective knowledge? Describes elements that distinguish a knowledge-generating network from a mere set of connected elements.
Qualities - Autonomy, Diversit, Openness -
Connectivist Metrics « Viplav Baxi’s Meanderings
connectivist networks produce connective knowledge and that four elements (autonomy, diversity, open-ness and interactivity & connectedness) distinguish a knowledge-generating network from a mere set of connected elements
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Framework for Perspectivs on Learning, Assessment and Feedback
Stephen Downes endorsed framework diagram
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Blogging Rubric | Remote Access
Rubrics to use to grade student blog posts
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Collaborative learning in an online classroom can take the form of discussion among the whole class or within smaller groups. This paper addresses the latter, examining first whether assessment makes a difference to the level of learner participation and then considering other factors involved in creating effective collaborative learning groups
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Seven Principles of Good Practice for teaching with the VLE - link to pdf
- harnessing the power of
the new VLE
This guide introduces you to the Seven Principles of Undergraduate Education (Chickering and Gamson, 1987) and considers how some of the new VLE tools can be used
to improve the learning outcomes of your students. -
Applying The Seven Principles For Good Practice in Undergraduate Education
Adapted from Arthur W. Chickering's and Zelda F. Gamson's book entitled, "Seven Principles for Good Practice in Undergraduate Education"
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Structural Model of Team Collaboration
The purpose of this paper is to describe a structural model of team collaboration emphasizing the cognitive aspects of the collaboration process. The model includes the domain characteristics, collaboration stages, meta-cognitive processes, information processing tasks, knowledge required for each information processing task and the communication mechanisms for knowledge building and information processing tasks.
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Developing Learner-Led Knowledge Generating Online Communities
Phases of Engagement - Conrad and Donaldson, 2004
The Phases of Engagement framework initially began as a tool to manage and to provide the level of online communication and provide learners and instructors with a perspective on their new roles in the online environment. This structure provides a methodology for developing effective activities and sequencing them to maximize the learning opportunities that occur as a result of those activities. -
Allies in eLearning: Salmon’s five-stage model
Salmon’s five-stage model
Salmon (2002) has coined the term ‘e-tivity’ to describe ‘a framework for active and interactive learning’ (Salmon, 2002, p.1). She argues that participants in online learning groups need to be supported in a structured way through a learning ‘event’, and that it is when this structure is absent that online learning fails. -
JISC infoNet - Models of learning and teaching with technology
Mayes Conceptualisation Cycle, Laurillards Conversation Model amd Salmons Five Stage Framework
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Includes details of instructional models to assist with valuing and encouraging collaborative learning online - Five-stage Framework (Salmon 2001), Phases of Engagement (Conrad and Donaldson 2004), Stages of Collaboration (Palloff and Pratt 2005), Grice's Cooperative Principle Rating Sale.
Saturday, 6 August 2011
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Includes details of instructional models to assist with valuing and encouraging collaborative learning online - Five-stage Framework (Salmon 2001), Phases of Engagement (Conrad and Donaldson 2004), Stages of Collaboration (Palloff and Pratt 2005), Grice's Cooperative Principle Rating Sale.
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Confronting the Challenges of Particpatory Culture - Link to pdf
Table of Contents
Executive Summary 3
The Needed Skills in the New Media Culture
Enabling Participation
Why We Should Teach Media Literacy:Three Core Problems
What Should We Teach? Rethinking Literacy 19
Core Media Literacy Skills
Who Should Respond? A Systemic Approach to Media Education
The Challenge Ahead:Ensuring that All Benefit from the Expanding Media Landscape
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Identifing Barriers to Engagement in Participatory culture - Link to pdf
Abstract: This paper addresses barriers to participatory culture by
examining the activities and concerns of twenty-eight undergraduate students enrolled in a social media course. Analysis of self-reported activities related to four dimensions of participatory culture literacy as outlined by Jenkins et al. (2009) revealed that many do not fully engage in participatory culture. While the barriers identified included mention of access issues or a lack of knowledge, most of the concern was with affective issues, including privacy concerns and the perception that they have nothing useful to contribute (or that their contributions will not be welcomed). It is recommended that instructional activities focus on building affective competencies related to participatory culture. -
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The GPlus Info: How GPlus Can Become The Social Network For Education
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Google Plus: Is This the Social Tool Schools Have Been Waiting For?
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10 ways to use Google Plus in the classroom | The Theatre Professor
Educational uses of circles, photo sharing, Google talk, controling notifications, group work with Google+, synchronous chat and +1 tool to track participation
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YouTube educational portalii
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Place for students and teachers to share videos online. Good bank of resources.