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Social
Media for
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Lesson
Five: Professional Learning Networks for Educators
http://lone-eagles.com/social-lesson5.html
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Required
Submissions
Checklist: ____Send
your
instructor a private email documenting your success and/or challenges
Email your instructor if you have not received an
invitation to join our class dropbox folder. ____ Post
to the class listserv your best professional personal
learning network sites,
joining Dropbox
and contributing one file of value, in response to the email invitation.
feeds, and tips
- to be archived for all future class
participants.
with
three
great new links. Insert the links directly onto the Frontpage as others have
done.
Note you can create your own pages within our class wiki as something to consider for your
students in the future using your own wikis.
Please email your instructor a copy of your wiki posting.
A
Prologue to Sophisticated
Simple Organizing Strategies for Social Media and for Teaching Online
Effectively.
Ongoing
feeds using multiple tools to minimize the time required to stay
current with
peers in your topic areas can be as fun as it can be useful.
What
if each of us Ð could be collaboratively sharing our wiki links, jings,
and
best professional development and topical curriculum content sites on
an
ongoing basis! That
is literally
the goal of many K12 resource sites Ð many experimenting with different
combinations of social media tools, incentives to share, and more. I.E. Learn from the
working strategies
deployed by othersÉlike the Ning tutorials recently shared.
What
if the organization of this course were different? How can we optimize
both
simplicity, as well as creating a lasting resource base allowing
ongoing
resource contributions after this class. ThatÕs basically what wikis
ARE used
for.
Each
of us uses a different collection of info-gathering tools. Some of us
use over
a dozen, and use them in a sophisticated manner. Others of us have
never even
been on a listserv before.
LetÕs
take a hard look at
potential best practices for a moment:
Our
class listserv has a searchable archive of all postings, so
introductions,
posted resource links, including jings, are available to newcomers to
the class
at any time. Posting Jings in google group messages still requires
everyone to
sort through those messages.
Perhaps creating a single wiki page for just the Jing
assignment links
is the way to go? It
is just
this sort of decision making on best use of collaborative tools,
optimal
organization, etc., that teaching effectively online requires. In our
case,
leveraging social media toward optimal outcomes.
Think
about all the great resources we have all posted to the listserv, wiki,
ning,
and google group. Think
about what
might be the best way to create a lasting collection of exceptional
resources
as an outcome of this class - and/or any future classes for that
matter. How
best to sort all these by topic, to chose the right tool for initial
and
sustained organization, and the most effective motivations and/or
required
submissions to achieve the best possible group outcome, are all on the
table
for your recommendations.
And
think about what model can be extended for students to conduct similar
knowledge gathering with the community.
An
elegant combination of sequenced instructional Jings teaching the tools
for
ideal collaborative outcomes (wikis and Ning) might be considered. The
confusion, as one example, resulting from threaded discussions being
linked to
each new topic, represents the level of detail necessary to address.
One
potential problem is with everyone working at their own pace, literally
getting
everyone on the same page can be a challenge.
Keep it as simple as possible is likely what will be
required.
Info-Diet
Outputs Ð
What value in what formats do you routinely contribute to the world?
WeÕve
covered everyone as
both learner and teacher, consumer, and now letÕs look at Òas
*producer?Ó
Our
brief info-diet self-assessments focused on our choices for how we
invest our
limited time with incoming information feeds via various media. Think
about
your OUT-going information habits and activities. What useful volume of
information do you produce, as your value proposition as educator,
parent, and
citizen? Do you produce text lesson plans, video captures, edited
videos,
text-to-movie animations?
In
the broader sense, weÕre all participating in a global shared hologram
of human
imagination. While fun, social, learning has its place, the hard truth
is there
are dire immediate problems that we each CAN make a positive impact on,
should
we so choose to do so. No longer can we relish the social safety of
being
powerless to act, when the burgeoning examples of individuals
generating viral
global impacts increases.
Think
about yourself as role model, as perhaps master digital storyteller,
and
whether your level of self-directed Geekatude (positive attitudes
toward
teaching yourself new tech skills) can be improved.
Rate
yourself on five point scale on geekatude at http://lone-eagles.com/academy-info-diet.htm Do not send it to your
instructor.
Self
actualization and
rating our sociability, and generosity, impacts on others.
Removing self-imposed barriers to becoming prolific, toward becoming self-actualized, now that you have powerful global expression tools literally at your fingertips. Giving self-confidence and encouragement to others is perhaps the most important thing weÕll ever do. So why are we so stingy? Knowledge is one of the few things that grows when we give it away. Do we have to depend on others for kudos to build our self esteem? Are their tricks toward becoming inner-directed?
Social
Media Misfits? Inner-Directed VS
Outer-directed Personalities
Reality
check. Some of us are inner-directed, and as individualists we donÕt
hang on
the approval of others for validation as to who we are, what we believe
in, how
we choose to prioritize our actions. To those of us roguishly oriented
as lone
eagles the very idea of soliciting Facebook and Òlinked inÓ friends is
counter
intuitive.
Some
of us are outer-directed, our self-esteem comes from the approval of
others,
and we might get tattoos, piercings, and color our hair in order to fit
in.
Social media lends itself to outer-directed personalities. Even if we
would not
recognize most of our 1000 Facebook friends if we passed them on the
street,
there is still something oddly comforting knowing that in some limited
way,
weÕve created our own peer support group.
Eventually social media might serve as our Òpersonal
learning networks.Ó
Social
Media Self
Assessment Survey (do
not send to
your instructor)
I
am most motivated by what others think and try hard to fit it.
______1. NOT!
2. Sorta
3. Average
4.
Admittedly 5.
Totally
______1.
NOT! 2.
Sorta
3. Average
4. Admittedly
5. Totally
I
do not want anyone following me on Facebook for any reason.
Inner
vs outer directedness is not a black and white polarity, but many of us
are
indeed distinctly different as the above survey is intended to
illustrate.
Everything
here is evolving, most particularly how we define our digital identity
as
compared to our real selves. Human communications behaviors generally
evolve
very slowly with older folks, and very quickly among the young. We see
this
with social media. FYI, IÕm advising a project ÒGetting Seniors
Online.Ó www.getseniorsonline.org
As
a Lone Eagle living on the frontiers of freedom, headquartered in a
remote
ranch house surrounded by wide open spaces, with no bosses, and no
employees,
the last thing I want is to feel required to beg the approval of
others, or to
create a mob following me around like the guy in Verizon commercials.
My
freedom is defined by my separation, independence, and western
individualism!
AT the same time, I depend on my networks with both information
sources, and
key people, to enable me to maintain my cherished rural lifestyle. No
one is an
island.
Teaching
Teachers online, and more recently skyping with educators in the
remotest
reaches of the Alaskan wilderness Ðis a genuine joy, and a key social
outlet and source of personal satisfaction as I witness
transformational
learning in many I work with.
But
at the same time, the goal of Lone Eagle Consulting is to scout out the
BESTMOSTLEAST (best practices curriculums and tools) and disseminate
them to as
many people in need as possible, on an ongoing basis. So, in this
specific
context, the potentially viral social media outreach, tribe-building
methods,
are totally appropriate if exponential global impacts are to be
realized. IÕm
on a mission to change the world for the better, best I can.
There
is no heavier burden
than a great potential. Charlie Brown
Mutual
Support Networks:
Are
evolving to keep us all
up to the same instant of progress.
In
the Smithsonian Museum of American history is a display on the
evolution of
communications technology. A
kiosk
has a sermon running continuously, from 1867 announcing the first
transatlantic
telegraph cable connecting America and Europe. The
message is that now
humankind can all keep to the same instant of progress.
Dot-dash-dot-dot, in
1867!
As
we are half-way through through this class, some might fear being
overwhelmed
by too many information feeds. Even when relevant to use as educators,
it is a
fact that we can only handle so many E-newsletters, RSS blog feeds,
listserv
emails from our often prolific peers and *online instructors, and the
growing
number of other information flows and feeds. In particular our personal
social
networks which seem destined to make it easier than ever for our
friends and
family to overwhelm us with uninvited trivia.
Like my nieceÕs notice on a mattress for sale in Omaha
Nebraska Ð really!?
Consider
the following
themes:
No
one knows as much as all
of us.
If
we all share what we
know, weÕll all have access to all our knowledge.
The
power of all of us.
(EbayÕs trademark)
Less
is MORE in our age of
information overload:
Information condenses to knowledge which condenses to
wisdom and VALUE is created in our age of information overload.
With
the global boom of bottom-up innovations, fueled by the new
opportunities for
anyone, anywhere to learn daily from the best innovations of others,
the
evolving dynamics for instant dissemination of the very best Òcrowd
accelerated
innovationsÓ holds great promise. We are modern hunter gatherers
constantly
seeking the best knowledge and innovations of others.
Be Aware Robust Topical Resources Already Exist and Are Easily Found: TRY THIS SHORT ACTIVITY
I suggested he try the following search phrases. You can substitute your topic for the word geography.
Examples of search phrases for lessons on (
Innovation
Diffusion in K12 is an inverted pyramid.
You
might
have noticed your students know more about information retrieval
technologies
than most parents and teachers, who in turn often know more about
technology
than their principals and superintendents, who often know more than our
legislators,
governors and senators. Those who make the decisions are the least
informed.
True or False?
In
review, formal K12 education is based on standards without ongoing
assessments
for use of rich media to create instructional content that is most
motivating.
Informal learning shared among students is likely to be video and/or
app-based,
noting social media and mobile devices are prohibited in many schools.
In an
ideal world, we (teachers and students alike) would all be better
informed via
peer assessments revealing the most motivating curricular units, that
in the
least amount of time, offer the highest possible level of insight
and/or
utility.
The
Khan
academy videos showed measurable tracking for student progress, student
mentoring, and frees the teachers to mentor individual students in the
classroom. The Hole in the Wall video showed how students can teach
themselves,
as is necessary when teachers are not available.
New
Standards for Community Engagement
The updated
info-diet survey, including a new Geekatude
Survey are at http://lone-eagles.com/academy-info-diet.htm
and offer a second look
at our information inputs, and
we might rate ourselves on both the volume and the value of our choices
and
personal abilities to daily assimilate vast quantities of new
information. We
might consider what info-behaviors we are modeling for students with an
eye
toward teaching related Òbest practices.Ó
No child left behind
standards, many will tell you,
do not address the call for teaching creativity and
innovation. And do not address the need to responsibly maintain our
digital
reputation, or to self-assess our level of civic participation, service
learning, or moral responsibilities to help those less fortunate than
ourselves. And most importantly it doesnÕt address our level of
motivation, or
our related level of self-confidence, or whether we feel emotionally
supported
by those educating us, as students, or whether we feel directly
threatened by
the risks of failure.
As an aside, most
GED programs are presented in a mastery
learning context as different than traditional K12
education where there is the risk of failure. Could dropping out be a
rite of
passage to adulthood, where one plans to assure control of oneÕs own
destiny,
with plans to finish the HS diploma as an adult in a GED program
instead of as
a subservient child in a traditional classroom?
One third of all HS
students drop out, with over 50%
dropping out in the 17 largest cities. In most Native
communities the
rates can be as high as 70%. The volume of students
opting to
finish their K12 education via virtual High Schools also speaks to the
potential motivation, as their rite of passage, as well.
Motivations
Matter!
In addition to required state standards, acknowledging the trend toward national common standards, and also acknowledging the ISTE EDTECH standards. Common sense suggests we need additional standards for Out-of-the-box thinking. You might relate this to our box of required submissions in each lesson, as an analogy, and self-assess how many optional resources you have explored.
OPTIONAL: National
Ed-Tech Standards:
The following
short documents are recommended reading and present the conceptual
framework
for this course.
International Society for Technology in Education (ISTE)
http://www.iste.org/standards/
Extensive current resources, including Common Core Standards.
21st
Century competitiveness at all levels
requires we become self-motivated learners, carefully nurturing our
innate
Òlove of learningÓ and increasing our abilities to be creative,
innovative, and
proactively productive, leveraging the tools at our fingertips for
collaborative engagement, public problem solving and more.
The trick here is to
learn to enjoy playing and learning,
and how NOT to feel threatened with failure by an antiquated Victorian
era
institutional mindset. MaslowÕs hierarchy of
self-actualization applies
here. The more we can reduce our own fear of failure, the more
psychologically
open and motivated we are to unlocking our potential for self-directed
learning.
The
Future of Distance Learning: Web VS Apps
With both attention
spans shortening, as well as the useful
shelf life of knowledge, just-in-time learning may be the future of
education.
"There
are two kinds of knowledge, that which you know directly, and that
which you
know how to find information upon." Samuel Johnson 1867
It used to be we all
believed in general education
requirements to give us a lifelong base of core knowledge. Today,
everything is
changing so fast, the trend almost seems to be in the opposite
direction
Ð donÕt bother with obsolete knowledge until you need it, then get the
latest update. (Is there an app for that?)
The OnStar system in many vehicles
might be the future of learning. You pay to ask an expert for what you
need,
and they either deliver it on the spot or provide you with an ILP Ð
individualized learning plan Ð literally as a map for you to move in
the
right direction.
Use of web pages is
being replaced by the use of apps, which
would be loaded on your mobile device, and draw information from online
courses, but are often not associated with web pages or sites as we
know them
today. Social media
is evolving to
become our Òpersonal learning networks.Ó
With more and more
software tools available online in Òthe
cloud,Ó they can be updated daily, and are being increasingly
integrated with
literally everything else.
(OPTIONAL: See the explanation of cloud
computing at http://www.commoncraft.com/video/cloud-computing.
)
Explore: http://www.apple.com/apps
With hundreds of
thousands of apps, There's
an app for almost anything.
Apps for iPhone
Over 140,000 apps
for iPad
The Mac App Store
Top 100 Apps
Students
can now create their own Apps without
programming. It can be as simple as dragging and dropping a module.
(Optional)
App
Inventor
Moves to MIT Center for Mobile Learning
Beginning
in early 2012 App Inventor will be available as an open
source project and the MIT Center for Mobile Learning http://mitmobilelearning.org/ will provide the application
for educational users. To
keep up with these and other changes please subscribe to the App
Inventor educators
forum: http://www.appinventorbeta..com/forum/
Playing
the Game?
Which Game do you really want to play?
Social
media, on the one hand, can be viewed as a silly game of mutual
exploitation of
our own friends, and of our friendsÕ friends. Commercial businesses are
very
much mercenary focused on the advertising goals of profiting from
eyeballs, and
the data that comes from users clicking the ÒLikeÓ button on facebook
and
posting what products and brands they do and donÕt ÒLike.Ó Knowing
IÕm being manipulated Ð my first reaction is
not to want to Òplay.Ó
80
Million facebook users play Farmville and Mafia wars and social
entertainment
is an understandable use. There are actually a lot of social skills
that can
come from serious gaming. The World of Warcraft for example, can be
extremely
sophisticated, and pre-teens are learning global collaboration with
realtime
voice conference calls immersed in exciting visual 3D environments with
collaborative tools, mathematics, and literally lots of amazing magic.
A
14 year old showed me briefly how he interacts via voice with 40 peers,
all
monitoring online data feeds while conducting coordinated attacks - their monsters again
other monsters.
It was comparible to flying the space shuttle Ð great use of logistics,
collaboration, math, tactical strategies and more.
Another
game might be how to leverage the good in people worldwide such that
the
exponential benefits of effective collaborative can mitigate the dire
realities
suffered by the majority of the global population.
Dissemination of free education as a start, compounded
with
Just-in-time real world solutions, disseminated within a day of their
invention
and discovery.
Social
Enterprises; Doing Well by Doing Good
Social
entrepreneurship is the middle ground here; businesses whose primary
goal is to
promote the social good, Doing Well by Doing Good.
Senator
Tester held a Small Business workshop in 2010 and invited the three
Tech Giants
to present on Social media. http://tester.senate.gov/workshops
(Click on Kalispell) Google
and
Microsoft (Bing Search engine) presented for 15 minutes each on their
search
engine advertising businesses, touting free local listings for small
businesses
requiring only 5 minutes.
Facebook
presented on their social media services. At the time of the
conference, Google
and Microsoft were looking at how to expand into FacebookÕs social
media world
and successful models, while Facebook was looking at how to expand into
the
advertising worlds of Google and Bing.
A
lot has changed since then, OMG, that was a year and a half ago,
ancient
history, and the changes are accelerating. Google is now in the mobile
devices
manufacturing business, Ipads and smartphones have exploded in
popularity. Facebook
and Twitter have dramatically
altered the global political realities for how quickly an idea can
become
street level demonstrations worldwide.
The
Occupy Wallstreet demonstrations expanded to 80 countries in a week,
with
almost causal certainty, following a year of dramatic Arab Spring
events in a
dozen countries.
What
is next? The rapidity of global impacts in expanding exponentially, and
in a
sense weÕre limited only by our imaginations Ð our increasingly
coordinated, shared, global imaginations. Something fundamentally
profound has
begun.
LetÕs
take a deep breath from exercising our expansive imaginations and bring
this
back down to K12 social media innovations in education. How best to
gather and
share best practices use using social media for K12 character
education,
digital citizenship, civic participation, 21st
Century workforce
readiness, and building positive social capacity both locally and
globally.
If
we all share the best related resources we each can find, weÕll all
benefit.
We
must learn by doing, and yes Òplaying the gameÓ in order to understand
from the
experience what each of us finds useful, and/or not worth the time and
effort.
Planning
Your 8 Hour Final Project:
Please
start thinking about what you would like to do for your 8 hour final
project,
and email your idea to me for possible suggestions.
Jing
videos won't upload to youtube, etc., unless you purchase Jing Pro for
$14/year
- which allows saving as Mpg4 files - compatible with youtube, ning,
wikis,
blogs, and most everything else. However,
you can post Jing links anywhere. When in doubt - experiment.
You
might think about the highest impact/utility final project possible -
which you
could easily create within the 8 hr window.
I've thought about showcasing Alaskan cultural examples by
tool type, perhaps in the context of "here are digital storytelling
cool
tools" - of the
easiest new
media tools and methods. Imagine
a
ten minute video capture or 20 30 second jings - each showing as
briefly as
possible, a quick
peek at the best
AK examples of their purposeful use for cultural expression and/or
education.
If
you think about it, TV commercials are done in rapid fire 2-4 second
cuts and
what I'm talking about is rather just like that - for the ADHD in all
of us,
ideally accessible via smartphone.
In
a sense, we talked around the edges of how we can both quickly
communicate to
non-techies the essence of what they don't know that they need to know.
Creating a 2-10 minutes "commercial videos" would certainly be an
interesting challenge.
If
you think about the highest need for our immediate classmates Ð it
might
be some of us use 20+ cool tools, while most of us feel pretty much
like
beginners. If you, or ideally each of us, were to quick a fast-moving
jing showing
our info-diet tools and best practices in under 5 minutes Ð how amazing
would it be for most of us to see what all the rest of us are doing?!
What if
everyone, everywhere, were regularly sharing in this fast and efficient
way? It
might create a Knowledge society, and as important, a whole new
structure for a
Knowledge Economy.
Politically
as of November 2011, what education can prove most effective for
broadband
adoption and best practices utilization is very much a Hot Topic!
I.E.
"What can broadband be used for?" The
need is to enlighten non-technical vulnerable populations
including top leadership administrators, governors, senators, and
legislators.
Consider
this instructional
format;
To
be accessible as a
learning app on mobile devices:
The
What and the Why it is
important:
Start
with a 30 second visual show and tell on what it is: Example: Twitter
is
microblogging - a summative means of following thought leaders with one
postings. And why it is important; Ò200 million tweets a day has become
the
preferred means many people use to literally follow those whose
expertise they
value.Ó
The
How -Summary:
Then
have a link to a one minute show and tell showing just the basics for
how it
works.
The
serious training on How
Ð in short stacked modules
Once
people know enough to make a decision as to whether they wish to learn,
then
link to successive short training bits on the how.
Here
are Four Final Project
Ideas.
1.
Skyping with Beau Ward in Petersburg yesterday, we talked about
creating a five minute Jing video capture specifically for
superintendents with
10 - 30 second quick demos of top online content creation tools
available for
both educators and students at no cost.
I believe this would be an easy and painless way to help
superintendents
to understand quickly what they don't have time to learn in depth.
2.
Using http://www.jingproject.com
on laptops, students
would create
1-5 minute video captures showing the benefits of broadband in a short
term
competition focused on Alaskan-created examples of new media. This free tool is being
used by my
teachers and everyone is amazed at the ease and broad utility. A short
term
competition could result in a simple "show and tell" of the top 20
cool tools in an Alaskan Cultural expression context.
Alex
is 11 years old and created the following jing after a quick
intro by his mother who is in my class from Kenai - Alex's video:
http://www.screencast.com/t/h3hvWG4HjLSF
Here's
a sample Jing from Tom Coray in King Cove:
Getting
by with
crummy internet
http://www.screencast.com/t/FQvhCslZ
Here's
a sample animation from Adell Bruns in Ketchikan http://teachingonlinewiki.pbworks.com/w/page/47468199/Adell%27s%20Links
3. Web-raisings - are 1
hour events where everyone attending, regardless of age,
creates their own
free ecommerce website, blog, and/or family photo album. http://www.tripod.com - In
Metlakatla,
I did this with teachers during a 5 hour inservice, and later for 7th
graders,
whose homework was to create an ecommerce site for a local artist or
business
person. Examples at http://lone-eagles.com/web-raising.htm and several 30 second
videos showing
webraisings in action are at http://youtube.com/fodasz
- one with elders, and one with First
Nations.
4. Elder's digital
storytelling. Elementary students with Ipad2's would be
matched with elders
to record and upload videos of elders' oral stories, and/or histories. Also, narrated photos
posted online at
sites like voicethread.com literally can "preserve elders' wisdom and
stories for all future generations."
A demo of an Elder's flipalbum is http://www.youtube.com/fodasz#p/u/7/huWWzNz0ePM
If
you've not seen it, a 3 minute video on Metlakatla is on the
homepage at http://youtube.com/fodasz
Required
Video Viewing and Resource Explorations
VIEW This
video from the small
Yupiq Eskimo Village of Quinhagak, Alaska , was a school computer
project
intended for the other Yupiq villages in the area. Much to the
villagers'
shock, over a half million people have viewed it.
http://www.youtube.com/watch_popup?v=LyviyF-N23A (4 minutes)
VIEW the Kindertown
Video at
http://www.freetech4teachers.com/2011/11/kindertown-find-best-education-apps-for.html
and
note the Edublog
content awards for the site sharing this video!
Alaskan teachers are listed at http://lone-eagles.com/teachercreated.htm
See also http://lone-eagles.com/guide.htm for more K12 resources.
Review
the
page linked below from the
Applications for Good web site with this fact in mind:
Just
the self-paced eLearning portion of the education software market is
expected
to double from $24billion to $49billion by 2014. Both the needs and
business
opportunities are clear.
http://applicationsforgood.org/need-definition/connect-learners/
Review
the
organizing structure of the Benton
Foundation newsletter:
http://benton.org/headlines/newsletter
Headlines
listed by category, followed by paragraph summaries with links to the
full
articles. All articles archived in a searchable database by category.
One can
find a lot of great information in a hurry. They do a nice job at
organizing
via this free service.
Lesson
Feedback:
Optional, but much appreciated.
You're invited to privately
email your
instructor:
1.
What areas, if any, did you have trouble with during this
lesson?
2.
What questions remain now that you've finished this lesson?
3.
Approximately how much time did you devote to this lesson?
4.
What improvements would you like to suggest?
OPTIONAL
RESOURCES
Rich
Media Content Sites
for Educators Ð A Short Sampling
All are Optional.
http://ocw.mit.edu
Open
Courseware
Consortium
Open
Educational Resources Commons
http://oercommons.org Open
Educational Resources
Eduforge
http://eduforge.org
Open Source Learning Lab
Sourceforge
www.sourceforge.org
Open source software consortium.
Moodle
being one of the best examples.
The Portal
to the World of Knowledge
http://www.educating.net
Links to
many sources of online learning
and teaching.
Learner.org
www.learner.org/interactive
A
major educational portal
Ð this link to interactive units.
MERLOT http://www.merlot.org
Multimedia
Educational Resource for Learning and Online Teaching Extensive
collected
multimedia resources by topic.
IMS http://www.imsproject.org
Instructional
Management Systems standards - an industry site focused on promoting
standards
among all Instructional Management Systems so content can be easily
shifted
between systems.
An
Introduction: What
are Learning Objects?
http://www4.uwm.edu/cie/learning_objects.cfm?gid=55
A rich array of resources from the Univ. of Wisconsin's Center for
International Education. See also their "Collections
of Learning Objects"
The
following Hewlett Foundation report
addresses this potential in depth:
A Review of the Open Educational Resources Movement (OER) Achievements,
Challenges, and New Opportunities http://www.oerderves.org/wp-content/uploads/2007/03/a-review-of-the-open-educational-resources-oer-movement_final.pdf (Start
at page 33.)
YouTube.com/Teachers
- Learn, Teach, Share through YouTube
http://youtube.com/teachers
Curious
about how to effectively incorporate YouTube into your
classroom? Looking for ways to engage the visual learners in your
group? Want
to access a vast array of free educational content to support your
lectures?
Hoping to extend the power of your teaching to a global audience
through video?
Look no further than YouTube.com/teachers, a resource for educators of
all levels
that will empower you to learn, teach and share through YouTube.
Google
for
Educators
http://www.google.com/educators
Slideshare.com
http://slideshare.com
Powerpoints searchable by topic
Thinkfinity
Teachers
Domain
Webquests
http://webquest.org
Free
Instructional Videos Ð How India is
leveraging global
video content
http://freevideolectures.com/blog/2010/11/130-nptel-iit-online-courses/
Mashable
http://mashable.com
Social
Media sharing site (to mash up is to utilize the work of others in
creating
curriculum.
A History of Global
Educational Competition Partnerships
Between Youth and Corporations
The role of youth, in
partnership with corporations and foundations, demonstrating the
educational
and collaborative potential of the web is well documented. Starting in
1995,
Thinkquest tasked youth in multiple countries to create the first
collection of
web-based instructional web sites demonstrating online collaboration in
order
to demonstrate the educational potential of the Internet. Oracle
Corporation
purchased Thinkquest and their sites include www.think.com for education.
Thinkquest Internet
Challenge Competition Library
http://www.thinkquest.org/library/ National Thinkquest
competitions are held annually in many countries.
Explore some of the 6,500
student-created
instructional web sites created.
IEARN
www.iearn.org
International multi-classroom projects have been sponsored for 20 years
involving millions of students in over 80 countries.
The
Global Schoolhouse is at http://www.gsn.org
Join the Global
SchoolNet worldwide community and
collaborate with 90,000 educators from 194 countries. Select
the link to the "Projects Registry," and review
projects posted by teachers. Note you can post your own projects and/or
find
other educators with which to partner for multi-classroom
projects and
review the Cyberfair project and other projects.
Cyberfair has
a long history as a international competition for elementary youth to
create
web pages to celebrate eight aspects of their local communities. http://www.globalschoolnet.org/gsncf/
The World Future Society is a sponsor.
Epals, www.epals.com
Claims to
be the InternetÕs largest community of collaborative classrooms engaged
in
cross-cultural exchanges, project sharing and language learning.
Intercultural E-mail
Classroom Connections IECC www.iecc.org
A free
easy to use interface and database to quickly locate and contact a
student or a
class from around the world.
Offers intergenerational partnerships with volunteers over age 50
IECC-INTERGEN
Social
Entrepreneurship and
Social Enterprises
Social
Entrepreneurship Teaching Resources Handbook
http://www.usasbe.org/knowledge/socialentres/
social
media
for the social good
http://www.devex.com/en/articles/social-media-for-social-good
"Neighbors
online" a new Pew social media report just out. http://pewinternet.org/Reports/2010/Neighbors-Online.aspx
Social
Media CertificateEarn a Social
Media Certificate in 8 Weeks 100%
Online - Enroll Now!
www.USanFranOnline.com
Learn to Use NetworksNeed more leads? Use Social Media. Get a Free How-To Kit Here! www.HubSpot.com/Social-Media
Facebook
Connect is the software by
which most online
systems can interface with Facebooks growing number of features.
Facebook
recognizes their future hangs on demonstrated meaningful applications
in both
the social outcomes areas, as well as the money making, smarmy, snarky,
and
sleezy mercenary activities.
Facebook
Causes are often social
causes, but can also be
advertising venues to promote corporate brands.
Facebook
Insights are analytics to
show you how effective
you are creating a following Ð for either your social good, mercenary,
or
combined social enterprise goals.