This is a presentation (a draft one!!!) for the workshop "Using microblogging in education" , held in Villach, Austria, between 23-25 Sept. 2009, at ICL Conference, http://www.icl-conference.org/
This document summarizes a workshop on using microblogging in education. The workshop agenda includes introducing microblogging platforms like Twitter and Cirip, demonstrating their educational uses for activities like class discussions and collaborations, and discussing their future potential. Examples of how microblogging can enhance teaching and learning are provided.
The document discusses microblogging and its potential educational uses. It provides an overview of popular microblogging platforms like Twitter and their features. Examples are given of how microblogging can enhance teaching and learning through activities like class community building, collaboration on projects, and sharing references. The document also describes the microblogging platform Cirip.eu and how it has been used to deliver online courses, facilitate collaboration, and help build personal learning networks.
The document discusses using microblogging in education. It provides an agenda for a workshop on the topic, including an introduction to social learning and microblogging. The document then summarizes several microblogging platforms like Twitter, Edmodo, and Yammer that can be used for educational purposes like building classroom community and collaboration. It also discusses using the microblogging platform Cirip.eu for delivering online courses, collaborative projects, and personal learning networks in education.
The document discusses how to use microblogging in education. It provides an overview of microblogging platforms like Twitter and their educational uses for collaboration, project management, and more. It also describes various microblogging tools and their features that could be useful for educational purposes.
The document discusses microblogging and its uses in career development and education. It provides an agenda for a workshop on microblogging that includes introductions, discussions of popular platforms like Twitter and their educational applications, and demonstrations of how to use microblogging tools. Examples of how educators are using microblogging platforms like Cirip, Edmodo, and Yammer for collaboration, project management, and virtual classrooms are also presented.
A presentation/conversation to be provided by Dr Bex Lewis and Dr David Rush at the Hertfordshire Blended Learning Conference, 17th June 2010. You'll have to come along to see what we actually say alongside it!
Cirip.eu is a microblogging platform designed for education that was launched in 2008. The presentation discusses microblogging and its educational uses, including as a tool for classroom community, collaboration, and personal learning networks. It provides an overview of various microblogging platforms and their features. Cirip.eu allows users to embed multimedia like images, audio, video and documents in messages. The presentation concludes that Cirip.eu has facilities that can successfully deliver online courses and enhance existing courses through communication tools and analytics.
The document discusses what Web 2.0 is and provides examples of Web 2.0 technologies and applications. It defines Web 2.0 as aiming to facilitate information sharing, creativity and collaboration among users. It lists some key technologies associated with Web 2.0 like wikis, blogs, social bookmarking, social networking sites and mashups. It also provides pros of Web 2.0 like enabling connections, communication and user creation, but also notes potential cons like issues around identity, privacy and information overload.
This document summarizes a workshop on using microblogging in education. The workshop agenda includes introducing microblogging platforms like Twitter and Cirip, demonstrating their educational uses for activities like class discussions and collaborations, and discussing their future potential. Examples of how microblogging can enhance teaching and learning are provided.
The document discusses microblogging and its potential educational uses. It provides an overview of popular microblogging platforms like Twitter and their features. Examples are given of how microblogging can enhance teaching and learning through activities like class community building, collaboration on projects, and sharing references. The document also describes the microblogging platform Cirip.eu and how it has been used to deliver online courses, facilitate collaboration, and help build personal learning networks.
The document discusses using microblogging in education. It provides an agenda for a workshop on the topic, including an introduction to social learning and microblogging. The document then summarizes several microblogging platforms like Twitter, Edmodo, and Yammer that can be used for educational purposes like building classroom community and collaboration. It also discusses using the microblogging platform Cirip.eu for delivering online courses, collaborative projects, and personal learning networks in education.
The document discusses how to use microblogging in education. It provides an overview of microblogging platforms like Twitter and their educational uses for collaboration, project management, and more. It also describes various microblogging tools and their features that could be useful for educational purposes.
The document discusses microblogging and its uses in career development and education. It provides an agenda for a workshop on microblogging that includes introductions, discussions of popular platforms like Twitter and their educational applications, and demonstrations of how to use microblogging tools. Examples of how educators are using microblogging platforms like Cirip, Edmodo, and Yammer for collaboration, project management, and virtual classrooms are also presented.
A presentation/conversation to be provided by Dr Bex Lewis and Dr David Rush at the Hertfordshire Blended Learning Conference, 17th June 2010. You'll have to come along to see what we actually say alongside it!
Cirip.eu is a microblogging platform designed for education that was launched in 2008. The presentation discusses microblogging and its educational uses, including as a tool for classroom community, collaboration, and personal learning networks. It provides an overview of various microblogging platforms and their features. Cirip.eu allows users to embed multimedia like images, audio, video and documents in messages. The presentation concludes that Cirip.eu has facilities that can successfully deliver online courses and enhance existing courses through communication tools and analytics.
The document discusses what Web 2.0 is and provides examples of Web 2.0 technologies and applications. It defines Web 2.0 as aiming to facilitate information sharing, creativity and collaboration among users. It lists some key technologies associated with Web 2.0 like wikis, blogs, social bookmarking, social networking sites and mashups. It also provides pros of Web 2.0 like enabling connections, communication and user creation, but also notes potential cons like issues around identity, privacy and information overload.
This presentation provides an introduction to social networking. It defines social networking as online services that allow users to create public profiles, connect with other users, and share media like photos and videos. The presentation notes benefits of social networking like creating online communities and sustaining connections between geographically scattered users. It also lists some potential drawbacks like demanding time/energy and changes over time. Resources for learning more about social networking are provided.
The document discusses bringing social networking into the classroom. It describes different social networking technologies like Facebook, Flickr, Twitter, and blogs that could be used by teachers and students. Some examples mentioned are having students maintain blogs for software projects, use Flickr to document construction projects, and create shared workspaces on Sharepoint for collaboration. The document argues that when used appropriately, social networking can enrich learning by allowing participation and engagement anywhere at any time.
Social Software In The Travel & Tourism Industry, & In Teaching A Sustainable...Tin180 VietNam
The document discusses the use of social media and Web 2.0 tools in education, specifically their application in a sustainable tourism course. It outlines various social software like blogs, wikis, and podcasts that were utilized. It also provides an overview of the course structure, assignments involving these tools, and student feedback on their effectiveness for online learning.
The document discusses using Flickr as a tool for teaching visual literacy and developing digital literacy skills. It provides examples of how teachers can incorporate Flickr images into classroom activities such as having students describe photos, play adventure games linked across images, collaboratively tell stories through a series of photos, and more. Comments from educators discuss additional ideas like having students upload their own photos to prompt discussions or writing assignments.
Web 2.0 refers to the transition from static web pages to a more dynamic web allowing users to interact and collaborate. It enables users to connect, share and generate content. The document discusses how Web 2.0 has transformed distance learning by facilitating more interactive and collaborative learning environments compared to traditional one-way delivery of content. Educators are encouraged to incorporate Web 2.0 tools like podcasts, blogs, photo sharing, maps, video and wikis to engage students and support new styles of teaching and learning.
The document discusses the topic of online communities and the role of technology in community formation. It explores whether online connections can constitute communities or are simply networks. While some argue online interactions cannot replace face-to-face communities, others believe technology allows isolated individuals to connect in meaningful ways and form communities. The document also examines different tools that can help build and support online communities.
The document discusses emerging technologies that can be used in classrooms, including virtual worlds, gaming, social networking, mobile devices, and more. It provides examples of how these technologies can be used educationally by motivating students and allowing them to learn collaboratively in simulated environments. Resources and tools are presented for using these technologies across various subject areas at different grade levels.
The document discusses the current state of new media and online literacy. It notes that more people are using social media and participating in user-generated content like blogs. New media allows for personalization, interaction, content creation and collaboration between users. Stories online can be interactive and involve the reader directly, take many forms beyond just text, and can be both individually authored and collaboratively written. Folksonomies and tagging allow users to organize content in personalized ways and say something about how individuals categorize information.
This document provides an overview of various social media tools and how to effectively use them. It discusses different types of social media like blogs, microblogging, social networks, wikis, video/photo sharing and virtual worlds. Examples like Twitter, Facebook, YouTube and Wikipedia are provided. The document emphasizes openness, participation and conversation. It suggests strategies for social media use and raises questions to consider around goals, audience and measuring effectiveness.
This Keynote presentation at the 2012 Ontario Association of Social Work annual conference outlines the "digital communication power tools" for social workers and other practitioners. Speakers' notes can be toggled on or off.
Using Technology For Professional DevelopmentDr. Ed Cabellon
This document outlines a presentation about using technology for professional development. It discusses learning outcomes around understanding social media, leveraging platforms like Facebook, Twitter and Google Plus, and organizing information online. It then provides examples of how to use various social media platforms like creating groups on Facebook and participating in Twitter chats. Other suggestions include using video platforms to host meetings and collaboration tools like Google Docs. The goal is to complement existing professional development opportunities with new technologies.
CTE 680 Web 2.0 Tools to Enhance Higher EducationBrian King
A powerpoint exported from my Keynote if you want to view this in more of a slideshow like setting. It may look weird as I haven't looked at it in PowerPoint and not all of the features may have exported properly. If you have Apple Keynote and want a file of my original presentation please email brianjosephking@gmail.com.
Thank you.
Blogging As Pedagogic Practice Across the CurriculumKenneth Ronkowitz
Discussion and research on blogs and teaching and learning often focuses on them as a technological tool. This presentation looks at the use of blogging as a way to address traditional writing practices such as e-portfolios, audience, publishing, copyright and plagiarism, authentic writing, and writing in a digital age in varied disciplines.
more information at http://dl.njit.edu/serendipity/index.php?/archives/1337-Blogging-as-Pedagogic-Practice-Across-the-Curriculum.html
The document discusses various Web 2.0 tools and technologies including social networking, blogging, RSS feeds, media sharing, wikis, and podcasting. It explores how these tools enable sharing and creating user-generated content, collaboration, and participation in online communities. Examples are given of how these technologies are used for education and learning.
Introduction to Social Media in EducationJason Rhode
Do you use Facebook, Twitter, and YouTube? Have you ever considered leveraging social media tools like these in your teaching? During this introductory online session led by Jason Rhode on 9/28/2012, we explored what social media are and the pedagogical potential for use of social media in educational settings. We set the stage for future sessions to further explore use of social media tools and the design of engaging and innovative learning activities.
The document discusses blended learning tools and strategies for 21st century learners. It notes that today's students have grown up with the internet and trust information shared by their peers online. The document also examines how students' technology use and expectations are shaping higher education, with trends including more online and part-time learning, tailor-made vocational courses, and universities partnering with employers. It explores strategies like using social media for group work and developing students' critical thinking skills online.
This document provides an overview of social media tools, technologies, and platforms that libraries are currently using. It discusses opportunities and challenges of social media use, trends in how people access information, and examples of how some libraries are connecting with users through blogs, Twitter, Facebook, and mobile apps. The document also includes a list of useful social media tools and links for further research.
This document discusses building personal learning environments (PLEs) on microblogging platforms. It provides an overview of PLEs and microblogging, and uses Cirip.eu as a case study example. Cirip.eu is a microblogging platform designed for education that allows users to embed multimedia, participate in groups, and access open educational resources from their mobile devices. The document explores how PLEs can support formal and informal learning when constructed on microblogging platforms.
The document discusses microblogging and its uses in education. It provides an agenda for a conference on this topic, including an introduction to social media and learning, definitions and examples of various microblogging platforms, and potential educational applications. Examples of how microblogging can be used include facilitating online courses, collaborative projects, and building personal learning networks.
Cirip.eu - A Microbloging Platform for Mobile Learning and Online Courses in HECarmen Holotescu
This document discusses microblogging platforms and their use for mobile learning and online courses in higher education. It provides an overview of microblogging and popular platforms like Twitter and Cirip.eu. Cirip.eu is highlighted as a microblogging platform designed specifically for education that allows public and private groups, embedded multimedia, and mobile access for collaborative learning. Examples of using microblogging for online courses, communities of practice, and personal learning environments are also described.
This presentation provides an introduction to social networking. It defines social networking as online services that allow users to create public profiles, connect with other users, and share media like photos and videos. The presentation notes benefits of social networking like creating online communities and sustaining connections between geographically scattered users. It also lists some potential drawbacks like demanding time/energy and changes over time. Resources for learning more about social networking are provided.
The document discusses bringing social networking into the classroom. It describes different social networking technologies like Facebook, Flickr, Twitter, and blogs that could be used by teachers and students. Some examples mentioned are having students maintain blogs for software projects, use Flickr to document construction projects, and create shared workspaces on Sharepoint for collaboration. The document argues that when used appropriately, social networking can enrich learning by allowing participation and engagement anywhere at any time.
Social Software In The Travel & Tourism Industry, & In Teaching A Sustainable...Tin180 VietNam
The document discusses the use of social media and Web 2.0 tools in education, specifically their application in a sustainable tourism course. It outlines various social software like blogs, wikis, and podcasts that were utilized. It also provides an overview of the course structure, assignments involving these tools, and student feedback on their effectiveness for online learning.
The document discusses using Flickr as a tool for teaching visual literacy and developing digital literacy skills. It provides examples of how teachers can incorporate Flickr images into classroom activities such as having students describe photos, play adventure games linked across images, collaboratively tell stories through a series of photos, and more. Comments from educators discuss additional ideas like having students upload their own photos to prompt discussions or writing assignments.
Web 2.0 refers to the transition from static web pages to a more dynamic web allowing users to interact and collaborate. It enables users to connect, share and generate content. The document discusses how Web 2.0 has transformed distance learning by facilitating more interactive and collaborative learning environments compared to traditional one-way delivery of content. Educators are encouraged to incorporate Web 2.0 tools like podcasts, blogs, photo sharing, maps, video and wikis to engage students and support new styles of teaching and learning.
The document discusses the topic of online communities and the role of technology in community formation. It explores whether online connections can constitute communities or are simply networks. While some argue online interactions cannot replace face-to-face communities, others believe technology allows isolated individuals to connect in meaningful ways and form communities. The document also examines different tools that can help build and support online communities.
The document discusses emerging technologies that can be used in classrooms, including virtual worlds, gaming, social networking, mobile devices, and more. It provides examples of how these technologies can be used educationally by motivating students and allowing them to learn collaboratively in simulated environments. Resources and tools are presented for using these technologies across various subject areas at different grade levels.
The document discusses the current state of new media and online literacy. It notes that more people are using social media and participating in user-generated content like blogs. New media allows for personalization, interaction, content creation and collaboration between users. Stories online can be interactive and involve the reader directly, take many forms beyond just text, and can be both individually authored and collaboratively written. Folksonomies and tagging allow users to organize content in personalized ways and say something about how individuals categorize information.
This document provides an overview of various social media tools and how to effectively use them. It discusses different types of social media like blogs, microblogging, social networks, wikis, video/photo sharing and virtual worlds. Examples like Twitter, Facebook, YouTube and Wikipedia are provided. The document emphasizes openness, participation and conversation. It suggests strategies for social media use and raises questions to consider around goals, audience and measuring effectiveness.
This Keynote presentation at the 2012 Ontario Association of Social Work annual conference outlines the "digital communication power tools" for social workers and other practitioners. Speakers' notes can be toggled on or off.
Using Technology For Professional DevelopmentDr. Ed Cabellon
This document outlines a presentation about using technology for professional development. It discusses learning outcomes around understanding social media, leveraging platforms like Facebook, Twitter and Google Plus, and organizing information online. It then provides examples of how to use various social media platforms like creating groups on Facebook and participating in Twitter chats. Other suggestions include using video platforms to host meetings and collaboration tools like Google Docs. The goal is to complement existing professional development opportunities with new technologies.
CTE 680 Web 2.0 Tools to Enhance Higher EducationBrian King
A powerpoint exported from my Keynote if you want to view this in more of a slideshow like setting. It may look weird as I haven't looked at it in PowerPoint and not all of the features may have exported properly. If you have Apple Keynote and want a file of my original presentation please email brianjosephking@gmail.com.
Thank you.
Blogging As Pedagogic Practice Across the CurriculumKenneth Ronkowitz
Discussion and research on blogs and teaching and learning often focuses on them as a technological tool. This presentation looks at the use of blogging as a way to address traditional writing practices such as e-portfolios, audience, publishing, copyright and plagiarism, authentic writing, and writing in a digital age in varied disciplines.
more information at http://dl.njit.edu/serendipity/index.php?/archives/1337-Blogging-as-Pedagogic-Practice-Across-the-Curriculum.html
The document discusses various Web 2.0 tools and technologies including social networking, blogging, RSS feeds, media sharing, wikis, and podcasting. It explores how these tools enable sharing and creating user-generated content, collaboration, and participation in online communities. Examples are given of how these technologies are used for education and learning.
Introduction to Social Media in EducationJason Rhode
Do you use Facebook, Twitter, and YouTube? Have you ever considered leveraging social media tools like these in your teaching? During this introductory online session led by Jason Rhode on 9/28/2012, we explored what social media are and the pedagogical potential for use of social media in educational settings. We set the stage for future sessions to further explore use of social media tools and the design of engaging and innovative learning activities.
The document discusses blended learning tools and strategies for 21st century learners. It notes that today's students have grown up with the internet and trust information shared by their peers online. The document also examines how students' technology use and expectations are shaping higher education, with trends including more online and part-time learning, tailor-made vocational courses, and universities partnering with employers. It explores strategies like using social media for group work and developing students' critical thinking skills online.
This document provides an overview of social media tools, technologies, and platforms that libraries are currently using. It discusses opportunities and challenges of social media use, trends in how people access information, and examples of how some libraries are connecting with users through blogs, Twitter, Facebook, and mobile apps. The document also includes a list of useful social media tools and links for further research.
This document discusses building personal learning environments (PLEs) on microblogging platforms. It provides an overview of PLEs and microblogging, and uses Cirip.eu as a case study example. Cirip.eu is a microblogging platform designed for education that allows users to embed multimedia, participate in groups, and access open educational resources from their mobile devices. The document explores how PLEs can support formal and informal learning when constructed on microblogging platforms.
The document discusses microblogging and its uses in education. It provides an agenda for a conference on this topic, including an introduction to social media and learning, definitions and examples of various microblogging platforms, and potential educational applications. Examples of how microblogging can be used include facilitating online courses, collaborative projects, and building personal learning networks.
Cirip.eu - A Microbloging Platform for Mobile Learning and Online Courses in HECarmen Holotescu
This document discusses microblogging platforms and their use for mobile learning and online courses in higher education. It provides an overview of microblogging and popular platforms like Twitter and Cirip.eu. Cirip.eu is highlighted as a microblogging platform designed specifically for education that allows public and private groups, embedded multimedia, and mobile access for collaborative learning. Examples of using microblogging for online courses, communities of practice, and personal learning environments are also described.
Building Learning Communities on Microblogging Platforms. Study Case: Cirip.euCarmen Holotescu
The document discusses microblogging platforms and their use for education. It introduces Cirip.eu, a microblogging platform designed specifically for educational use that has features for online courses, collaborative projects, and building personal learning networks. Examples of how Cirip.eu has been used include an online course on microblogging platforms that engaged students in collaborative exercises using various Web 2.0 technologies.
Cirip.eu - A Microblogging Platform used for PLE and Online Courses in HECarmen Holotescu
The document discusses the use of microblogging platforms like Cirip.eu for personal learning environments (PLEs) and online courses in higher education. It provides an overview of microblogging and how platforms like Cirip.eu and Twitter allow embedding of multimedia like images, audio and video to facilitate collaboration and communication between students. An online course was conducted on Cirip.eu involving 42 members where collaborative exercises and course elements were shared through multimedia messages, polls and comments. The microblogging platform supported building personal learning networks and delivery of a qualitative online course experience.
Building Personal Learning Environments on Microblogging PlatformsCarmen Holotescu
This document discusses building personal learning environments (PLEs) on microblogging platforms. It provides an overview of PLEs and microblogging, and uses Cirip.eu as a case study of a microblogging platform designed for education. Cirip.eu allows users to embed multimedia objects, participate in groups, and access content from their mobile devices. The document suggests Cirip.eu can help formalize PLEs and provides examples of how students and teachers have used microblogging platforms for collaborative learning.
This document provides an overview of various social media tools and how to effectively use them. It discusses common social media platforms like blogs, Twitter, Facebook, YouTube and wikis. It emphasizes that social media are tools to facilitate conversations and community engagement. The document advises setting goals for social media use and evaluating outcomes. It encourages participants to experiment with one tool and provide feedback to share lessons learned.
This document discusses applying new technologies in education and provides examples of various Web 2.0 tools that can be used, including social networks, blogs, wikis, podcasts, and more. It then discusses how these tools can benefit education by encouraging student engagement, participation, collaboration, and extending learning outside the classroom. Teachers are also encouraged to continue learning and adapting their teaching methods to meet the needs of today's students.
Connecting formal and informal learning in HE through a mobile multimedia mic...Carmen Holotescu
1. The document discusses using microblogging platforms like Cirip.eu to connect formal and informal learning in higher education.
2. Cirip.eu is a microblogging platform designed for education that allows sharing of multimedia objects, mobile learning, and creation of personal learning environments.
3. The document provides examples of how Cirip.eu has been used for courses, projects, communities of practice, and as a social learning management system.
This document discusses various Web 2.0 tools that can be used to facilitate online learning and social skills practice. It describes tools for text, audio, and video communication like blogs, wikis, podcasts, and video chat. Examples of synchronous tools mentioned are chat platforms, Skype, and virtual worlds like Second Life. Online learning environments and class discussion facilitators are also outlined. The document provides links to specific tools and resources and discusses how teachers can guide students in using these tools to practice language skills and expand their cultural understanding in a global context.
The document discusses microblogging platforms and their potential educational uses. It provides an overview of microblogging technology and popular platforms like Twitter. It also describes Cirip.ro, a Romanian microblogging platform designed for education. The document outlines how Cirip.ro allows for public and private groups, embedding of multimedia, and monitoring of feeds and networks. It proposes using indicators to analyze interactions on the platform and assess an online course that was developed to teach about microblogging.
The document provides an overview of social networking tools for Web 2.0, including blogs, wikis, podcasts/vodcasts, notifications, tagging, and Twitter. It discusses features of these tools like allowing everyone to publish content and choose who they follow. Examples are given of open-source wikis and messaging applications that allow customizing conversations and profiles.
This document summarizes a workshop on emerging learning technologies. The workshop introduces facilitators Catherine Paul and Emily Renoe and has participants introduce themselves. It discusses definitions of learning technologies, examples of technology use at UBC, and case studies of tools like Flickr, Twitter, Prezi, YouTube, and Facebook. The objectives are to reflect on using technology in teaching and to learn something new. It concludes with sharing uses of technology at UBC and contact information for the facilitators.
The document discusses the implications of Web 2.0 technologies for education, including opportunities for new forms of social learning and personal learning environments using tools like wikis, blogs, social bookmarking, social networking, and user-generated content. It encourages educators to explore these tools and consider how to engage students in collaborative, participatory learning models that are more aligned with the skills and preferences of digital native students.
This document discusses using social networking tools to support educational development through communities. It defines community development and explores the concept of community. It suggests applying appreciative inquiry to identify community assets. The document then presents a typology of different types of communities and various Web 2.0 tools that can facilitate communities of practice, like wikis, blogs, social networks, and e-portfolios. Finally, it proposes conditions needed for successful educational communities using these new technologies, such as bounded openness, structured freedom, and sustainable development.
Teaching English Through The Web 2 Cinganotto CuccurulloLetizia Cinganotto
This document discusses how Web 2.0 technologies and social media can be used to teach English as a foreign language. It covers key aspects of Web 2.0 like user-generated content, social networking, and folksonomy. Specific tools are discussed, including blogs, wikis, digital storytelling, social networks like YouTube and Flickr, and how they can be used collaboratively to engage students and promote language learning.
The document summarizes a forum on web 2.0 technologies and social media. It defines key terms like web1.0, web2.0 and social software. It provides examples of popular web2.0 tools like blogs, forums, wikis, YouTube, Flickr and discusses how the organization field has used some of these tools. Case studies are presented on how other organizations like CP Blogs and Oxfam have engaged with social media. The document concludes with discussing the experience of field with web2.0 and what next steps individuals and organizations can take.
The document discusses emerging technologies and their role in libraries over the next 1-5 years. It identifies six emerging technologies: grassroots video, collaboration webs, mobile broadband, data mashups, collective intelligence, and social operating systems. These technologies allow for new forms of interaction, sharing, and knowledge building among library patrons. The document provides examples of how some libraries are already implementing these technologies, such as creating video content for distribution and using social media platforms to engage users.
This document provides an overview of social media and its various tools. It introduces common social media platforms like blogs, Twitter, YouTube, Facebook and wikis. It discusses key characteristics of social media like openness, participation and conversation. The document then demonstrates various social media tools and provides guidance on how to effectively use social media, including considering why, who, what, when, where, how and which tools are appropriate. It aims to help participants learn about and explore social media.
This document provides an overview of social media and its various tools. It introduces common social media platforms like blogs, Twitter, YouTube, Facebook and wikis. It discusses characteristics of social media like openness, participation and conversation. The document then demonstrates various social media tools and provides guidance on how to effectively use social media for organizations and causes.
Cheryl Ann Peltier-Davis presented on social media tools and mobile apps that can benefit administrators and policy makers. She defined social media and mobile apps, and provided examples of popular tools for communication, marketing, professional development, and productivity. Benefits included communication with stakeholders, marketing programs and events, enhancing brand recognition, and aiding professional growth. She highlighted evaluation criteria for tools and issues to consider, such as privacy, stability and technical challenges. The presentation concluded with resources for staying informed on emerging technologies.
Similaire à Using microblogging in education - Workshop Villach ICL 2009 (20)
The document summarizes insights into smart education in Romania. It discusses the necessary conditions for smart education including smart learning, smart technology, smart classrooms, and smart policies/strategies. It then provides examples of technologies facilitating smart learning and discusses Romania's digitalization progress in schools according to EU benchmarks. The document highlights examples of smart education initiatives in Romania and discusses the country's smart education strategy and goals for 2021-2027.
Przeentare susținută în cadrul Conferinței ”Educație azi in Timisoara Culturii Europene” organizată la inițiativa Departamentului pentru Pregătirea Personalului Didactic din Universitatea de Vest din Timișoara în data de 26 noiembrie 2021.
Promovarea creativității prin utilizarea Resurselor Educaționale DeschiseGabriela Grosseck
Prezentare în cadrul webinarului OpenEducationWeek, Educatia deschisa in timpul pandemiei, https://elearning.upt.ro/ro/comunitate/workshop-oeweek-educatia-deschisa-in-timpul-pandemiei/
RESET education - challenges and lessons learnt in RomaniaGabriela Grosseck
Webinar “The Future of Education in the Post-COVID-19 Era in China and Central Eastern Europe Countries” organized by Smart Learning Institute, Normal Beijing University and UNESCO INRULED.
New book “Comparative Analysis of ICT in Education Between China and Central and Eastern European Countries” (https://www.springer.com/gp/book/9789811568787)
O lista la nivelul anului 2018, ce necesita actualizare de aplicatii utile pentru crearea diverselor tipuri de resurse educationale dar nu numai. Pot fi folosite si pentru lucrul in colaborare, testare, evaluare cu nota sau doar pentru dezmortirea lectiilor sau obtinerea de feedback. Orice sugestie este binevenita in partea de comentarii
This document discusses challenges and lessons learned regarding education in Romania during the COVID-19 pandemic. It provides a 7-step approach for moving education online and emphasizes communicating with students, considering health and well-being, and guarding against disinformation. The pandemic is viewed as an opportunity to reset education by promoting digital skills, open educational resources, and connectivity. Resilient, quality education requires supporting teachers' continuous learning and adopting open, blended models at institutional, national, European and international levels through collaboration and sharing best practices.
Prezentare sustinuta in cadrul webinarului Impreuna Online, https://elearning.upt.ro/ro/comunitate/noutati-comunitate/webinar-impreunaonline-utilizare-oers-moocs-in-educatie/
Romania and online learning during the coronavirus outbreakGabriela Grosseck
presentation during the "How to Keep Students Learning during Schools Disruption in COVID-19 Situation" event, organized by the Smart Learning Institute of Beijing Normal University.
This document discusses the importance of media and digital literacy education for students. It defines key terms like media literacy and outlines areas of digital competence according to frameworks like DIGICOMPEDU. Research questions are posed around students' understanding and evaluation of fake news and dubious online content. Approaches proposed to tackle fake news in education include training students, new degree programs, workshops and integrating the topic into course curricula. Next steps discussed are establishing an academic observatory on fake news, open educational resources, and partnering with other stakeholders to improve digital literacy and reduce divides in skills and empowerment.
- Romania has embraced open education and implemented several initiatives to promote open educational resources (OERs) and massive open online courses (MOOCs).
- Key initiatives include the Knowledge Based Economy Project, the establishment of the Romanian Coalition for OER, and projects run by universities to develop OERs and offer MOOCs.
- Barriers remain including a lack of policy support and focus on pre-university education rather than higher education. However, universities are starting to integrate MOOCs into blended courses to provide benefits to both students and teachers.
The document discusses approaches to tackling fake news in a digital literacy curriculum. It outlines several key approaches:
1. Conducting a pilot study at the West University of Timisoara to understand students' perceptions of fake news.
2. Increasing information and digital literacy education through new programs, transversal courses, and integrating fake news topics into various disciplines.
3. Organizing workshops and events on campus to raise awareness about fake news.
4. Promoting fake news topics through the university's communications and opening up online learning resources.
The next steps discussed are establishing an academic fake news observatory, partnering with industry, and developing specific activities for high school students.
Identifying students’ profiles for MOOCs – a social media analysisGabriela Grosseck
This document analyzes survey responses from 632 students in Romania about their participation in Massive Open Online Courses (MOOCs). The author uses complex network analysis to model the students as a graph based on their shared traits and reasons for engaging with MOOCs. Six distinct profiles of students who participate in MOOCs are identified from the graph's community structure. The profiles differ based on gender and traits like certification goals, recognition priorities, and motivation types. The analysis provides insight into how students relate to online education and how MOOC design could be optimized for different profiles.
Echipa proiectului NOVAMOOC: Dezvoltarea și implementarea inovativă a MOOCurilor în învățământul superior a Universității de Vest din Timișoara vă invită să participați la atelierul:
MOOC (Massive Open Online Courses): inițiere pentru profesori
Pe parcursul celor două ore de atelier, vom vorbi despre ce sunt MOOC-urile, cum le putem accesa, utiliza și integra în educația universitară, și ce putem învăța din experiența altor instituții educaționale / universități ale Europei și din lume.
Pe plan internațional, pe fondul unei deschideri a educației, a unor politici care sprijină pedagogiile și resursele educaționale deschise, ultimii ani au marcat o creștere exponențială în oferta de cursuri online masive deschise (Massive Open Online Courses - MOOCs).
Prezenta lucrare propune modalități în care cursurile online masive deschise pot fi integrate în educația adulților în România.
Prin analiza unor articole și studii de cercetare recente, sunt relevate proiecte din spațiul educațional nord-american și european, în care astfel de cursuri contribuie la învățarea continuă.
De asemenea, sunt prezentate inițiative românești legate de MOOC-uri.
Lucrarea își propune să răspundă la întrebări cum ar fi:
• Cum pot contribui MOOC-urile la educația adulților în țara noastră?
• Ce putem învăța din experiența altora?
• Cum poate fi evaluată calitatea și impactul acestor cursuri?
• Ce efort și competențe sunt necesare pentru dezvoltarea, derularea și facilitarea lor?
• Cine pot fi furnizorii și beneficiarii?
• Ce schimbări sunt necesare la nivelul politicilor educaționale?
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
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Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
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.)
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
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.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Using microblogging in education - Workshop Villach ICL 2009
1. icl09ws05 USING MICROBLOGGING in EDUCATION Carmen Holotescu & Gabriela Grosseck ICL2009 Conference, 23-25 sept. Villach / Austria http://www.icl-conference.org/
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5. RSS/blogs-2004, podcast–2005, vlog–2006, video–2007, microblogging-2008/2009 Web2.0 / social networks have great impact in collaborative / social learning ( eLearning2.0 ) photo: http://es.onsoftware.com/wp-content/uploads/2008/06/web20-redsocial.jpg
6. Enhancing teaching & learning using Web2.0 technologies from Handbook of Emerging Technologies in Education: George Siemens, Peter Tittenberg (pg.34) ltc.umanitoba.ca/wikis/etl
10. A collaborative definition of microblogging generated by oamos.com embedded in the note at cirip.ro/status/1645201
11. Microblogging is a new form of blogging, with brief text updates of 140 characters, via Web, SMS, email, IM or 3th party applications, which allows RT interactions between users.
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13. Diagrammr at diagrammr.com/edit?key=dy4NKMc8XsZ embedded in the note at cirip.ro/status/1644841
15. Mar 2006 Oct 2007 Jan 2008 Sep 2008 Jul 2008 Dec 2007 Mar 2008 Overview of the Microsphere Timeline Elizabeth Koh, An overview of microblogging, http://www.slideshare.net/elizabethkoh/an-overview-of-microblogging , slide 16
19. Twitter Educational uses: Classroom community Collaboration Project Management Assessing opinion Conference / research Virtual classroom Learning experiences Personal Learning Network Reference services
20. A video clip about twitter at dotsub.com embedded in the note at cirip.ro/status/1644958
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28. 5000 users interface in Romanian, English, German Cirip.eu - a microblogging platform specially designed for education; launched in March, 2008, by Timsoft, a Romanian company specialized in eLearning and mobile applications
29. Mindmap at mindmeister.com/maps/show_public/29895908 embedded in the note at cirip.ro/status/1629920
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31. http://www.flickr.com/photos/pandemia/354115976/sizes/l/ Classroom community Collaboration Project Management Assessing opinion Conference / research Virtual classroom Learning experiences Personal Learning Network Exploring the language Reference services good points:
32. distr acting time -consuming rude ad dictive no social educational value bad grammar skills privacy spam meaningless without a network bad points http://www.flickr.com/photos/80578657@N00/254923630/sizes/o
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34. A slideshare presentation about collaboration on microblogging, embedded in the note at cirip.ro/status/1610057
35. A photopeach presentation for microblogging metaphors, embedded in the note at cirip.ro/status/874542
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37. 5000 users interface in Romanian, English, German Cirip.eu - a microblogging platform specially designed for education; launched in March, 2008, by Timsoft, a Romanian company specialized in eLearning and mobile applications WS group: http://cirip.ro/grup/icl09ws05
40. Who are you? Use multimedia object to describe yourself (blip.fm, youtube or vimeo)
41. information and knowledge management courses enhancement delivering entire online courses collaborative projects in universities communities of practice ePortfolios. Personal Learning Environments ( Networks ) - PLE/PLN Educational uses Users Grupuri Feeds Social networks