Twitter Weekly Updates for 2012-05-21

  • @RonaldArendse nice, who made it? #
  • RT @engadget: Neuroscientists develop game for stroke rehabilitation, give the Wii a run for its money http://t.co/TX6Un7bB #
  • Giving iPad PowerPoint Presentations Just Got a Lot Better http://t.co/YLBI0WLM via @zite #
  • Knowledge Graph A Great New Service from Google http://t.co/EskrzxDU via @zite #
  • @RonaldArendse congrats on your mention in the paper. Good work with cellphones for T&L in large classes 🙂 #
  • @RonaldArendse where’s the link? #
  • TED: Brené Brown: Listening to shame (2012) http://t.co/Amo1VBwm. Great follow up to the 2010 talk #
  • @HENNAWP U can export the map as an image & embed it / link to it, u can also link to the Cmap file & allow others to download it #checet #
  • “Information” is fragmented, “knowledge” is integrated. Concept mapping helps to turn information into knowledge #checet #
  • @sam_a19 initially it would take some time but thereafter it only requires refinement #checet #
  • @AatikaValentyn The Cmap file can be emailed. It only needs the software to be installed on the machine you use to open the file #checet #
  • Using concept maps to articulate & externalise conceptual understanding can also improve essay writing #checet #
  • Here is the presentation i gave this morning on PLEs http://t.co/TBDrR8ke #checet #
  • @KarienJooste you can embed a twitter feed (from a person, hashtag, or search) into a wiki #checet #
  • David Gelernter: Time to start taking the Internet seriously http://t.co/lDR62M5K. Great piece that changed my thinking #checet #
  • @dgachago17 “getting the story out there” also a process, no emphasis on product. If product is “poor”, has learning happened? #checet #
  • @dgachago17 the “purpose is to give students a voice”…isn’t that a process…the “giving” of the voice? #checet #
  • @IvalaEunice The devices are mobile, and because it’s wireless the students can respond from anywhere? #checet #
  • @waldoweimers Switch to pencil & paper. It’ll save on the “battery” concern, but cost you time #checet #
  • @jpbosman talks about using cellphones & wireless for audience response systems, instead of clickers which are expensive #checet #
  • @AatikaValentyn U can argue that digital literacy is as NB as reading & writing. And, they are an aspect of digital communication #checet #
  • Ethical aspects of recording and sharing encounters, while relevant, are not prohibitive. Obtain informed consent from participants #checet #
  • @dgachago17 I think that “process” is way more valuable than “product” 🙂 #checet #
  • @JonathanMarks3 “Learning the technology” should be an essential component of learning in a connected society #checet #
  • Vodcasting requires students to draw on / develop multiple skillsets that are not necessarily a formal part of the curriculum #checet #
  • @Phudsical backchannels are easier if you have an assistant who is familiar with the course to manage the background conversation #checet #
  • @waldoweimers Twitter constrains you by limiting the message to 140 characters. So, shorter, more concise expressions than blogging #checet #
  • @drekpo Thank you, hopefully today will also be useful 🙂 #
  • Students using vodcasts at Pollsmoor Prison to document their fieldwork skills and submit for assessment in Social Work degree #checet #
  • Neal Henderson talks about his students using video podcasts: visual experience / communication adds value to the assessment #checet #
  • RT @NicSpaull: When I read CS Lewis quotes I imagine him sitting in an old armchair smiling, and chuckling lightly just before he says it… #
  • RT @NatGeo: What makes us human? http://t.co/QEa9e2hn (via @NatGeoEducation) #
  • “Lurking” = listening to the background conversation without actively contributing = a form of legitimate peripheral participation #checet #
  • Think of a hashtag as a record of the background thoughts and feelings of an event like #checet #
  • @dgachago17 kicks it off at #checet integrating Twitter into practice, “the distance between people becomes smaller” #

Twitter Weekly Updates for 2010-05-24

Posted to Diigo 05/20/2010

    • A podcast is an audio file that can be downloaded from the internet to a portable listening device and/or a computer. Originally, the definition of a podcast required a file to be in XML (eXtensible Markup Language) format enclosed in a RSS (Really Simple Syndication) feed
    • Today, the definition of a “podcast” has been broadened to include any audio file that is placed on any online location that is accessible to others. There does not need to be a subscription to a regularly updated, topic-consistent program
    • University instructors may create a podcast series based on lectures for a course, ends at the completion of the semester. Students may create a single podcast that is part of a class collection of audio projects
    • The most common use of podcasts in higher education is creating audio archives of classroom lectures
    • most students report listening to lecture podcasts at home or on a computer, rather than in a mobile environment with a portable device (Brittain, Glowacki, Van Ittersum, & Johnson, 2006; Lane, 2006; Malan, 2007)
    • Podcasts do not need to contain the full information from a 60-to-90 minute lecture. San Juan College is experimenting with “microlectures,” a traditional lecture in which key concepts and themes are condensed down to a one to three minute segment (Shieh, 2009, p. 1)
    • Because microlectures are limited in the amount of content they can convey, students are required to complete their learning with additional readings and assignments
    • Another use of educational podcasting involves the delivery of supplemental course materials
    • Students report a higher satisfaction with a course that has audio as a supplement to print material versus only a print material supplement (Miller & Piller, 2005)
    • Access logs to the podcasts showed that many of the lectures were downloaded well after they were posted, which suggests that students do not often use podcasts for immediate review of recent lectures
    • White learned that the overwhelming majority of the lectures downloaded in the week before each of his exams were relevant to the corresponding exam
    • There is some concern among many instructors that when lecture podcasts are placed online, students will stop attending class. However, White found that students are not using the full-lecture podcasts as a substitute for attending lectures
    • This finding is confirmed by Bonge, Cizadlo, and Kalnbach, (2006), where 95% of their students self-reported that they did not attend class less often as a result of having the podcasts available.
    • In both of these studies, as with many others (e.g., Flanagan & Calandra, 2005; Windham, 2007), students reported great value in having the audio files for lectures available. The podcasts provided the ability to pause, rewind, and listen to difficult material several times
    • Some faculty are very innovative in their use of podcasts
    • Weekly Discussions of Course Content

      Miller (2006) at the University of Connecticut uses podcasts for a post-lecture discussion with students

    • Review Sessions for Quizzes and Tests
    • The pre-recorded audio review session ensures that students have a flexible, mobile learning opportunity to engage in content review structured by the faculty member
    • Alleviating Pre-Class Anxiety
    • Customized podcasts provided before a course begins can help alleviate some of the pre-class anxiety and allay student concerns about issues such as tips for time management, social aspects of the subject, and course assessment
    • Providing Answers to the Most Frequently-Asked Questions Noland White at Georgia College & State University has found a strategic use for podcasting that opens more class time for discussion instead of a question and answer session (Bluestein, 2006)
    • Reducing the Sense of Isolation in Online Learners
    • Students reported the podcasts effective in clarifying and enhancing their understanding of the subject, providing a reinforcement of the material recently learned, and supplying guidance on the direction in which to channel their study efforts
    • Exercises for Student-Created Podcasts
    • Many instructors have developed assignments that require students to produce and submit their own podcasts
    • students are able to create their own podcasts to record reflections, a summary of notes, or additional creative accomplishments
    • Summaries of Course Lectures
    • Higher education institutions are using podcasts outside of the classroom in a variety of different applications. Universities have found that digital audio offers new possibilities for lifelong learning outside the academic classroom (Pownell, 2004)
    • the positive impact of podcasts to enhance student learning is still debated and has not undergone extensive rigorous pedagogical research and review
    • it needs to be carefully integrated into the curriculum in a thoughtful way” (Blaisdell, 2006, p. 4)
    • Faculty need to clearly define and identify their objectives for using podcasts while instructing students how to make the most effective use of this technological tool

Twitter Weekly Updates for 2010-03-29