Inquiry-Based Learning and Research
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The Future Of Storytelling Is About To Get Wild

The Future Of Storytelling Is About To Get Wild | Inquiry-Based Learning and Research | Scoop.it
Think "Choose Your Own Adventure" crossed with the holodeck and Amazon.com.
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What Can Programmers and Writers Learn From One Another?

What Can Programmers and Writers Learn From One Another? | Inquiry-Based Learning and Research | Scoop.it
Simple, elegant solutions work, no matter the discipline.
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"There are more similarities between coding and prose than meet the eye. “The interesting thing about writing code is you don’t really write code for the machine,” said Vikram Chandra, a professor of creative writing at UC Berkeley and author of “Geek Sublime,” on KQED’s Forum. “That’s almost an incidental byproduct. Who you really write code for is all the programmers in the future who will try to fix it, extend it and debug it."

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Why Students Forget—and What You Can Do About It by Youki Terada

Why Students Forget—and What You Can Do About It by Youki Terada | Inquiry-Based Learning and Research | Scoop.it

By Youki Terada


Via Tom D'Amico (@TDOttawa)
Dr. Helen Teague's insight:
Very interesting supposition that "Our brains are wired to forget" and that we need to "optimize decision-making". This applies to more than just students (imo).
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Ivon Prefontaine, PhD's curator insight, September 25, 3:05 PM
Our brains our wired to forget. One of the strategies to help students with memory is to allow them to have conversations with peers. This was recommended by Sam Intrator. I found it useful in my classroom.
Thomas Moore's curator insight, September 26, 6:07 AM

I'll never forget the day I remembered

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Unseen Barriers to Student-Centered Learning

Unseen Barriers to Student-Centered Learning | Inquiry-Based Learning and Research | Scoop.it
Here are three significant barriers (and solutions!) that can dramatically impact the learning outcomes of a student-centered environment.
Dr. Helen Teague's insight:
Post writer Virginia Lamothe includes references to Dewey, Piaget, Vygotsky, and socio-cultural learning and the Tabula Rasa concept
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Making Time for Quiet Contemplation

Making Time for Quiet Contemplation | Inquiry-Based Learning and Research | Scoop.it

Our time is precious and there are many ways in which it can be wasted but the deliberate and mindful process of contemplative thought should not be confused with mindless inactivity. The processes of learning, problem solving, ideation and creativity occur as much or more so during periods of inactivity as they do during times of activity. When we value learning over work we become open to the possibility that a student whose mind seems to be wondering, who is not actively “doing” the set task may indeed be fully immersed with their learning.


Via Nik Peachey
Dr. Helen Teague's insight:
reflection, according to Daniel Kahneman,  literally slows thinking so students can process and retain information more effectively
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Nik Peachey's curator insight, September 19, 12:52 AM

Take some quiet time to read this.

Les Howard's curator insight, September 19, 9:55 AM
Agree with Nik's comment
 
Ivon Prefontaine, PhD's curator insight, October 7, 12:32 PM
Teachers and students can benefit from quite time to reflect and play with ideas.
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Students Say They Are Not as Tech Savvy as Educators Assume

Students Say They Are Not as Tech Savvy as Educators Assume | Inquiry-Based Learning and Research | Scoop.it

"A love for avocado lattes and Snapchat filters are just a few of the stereotypes following Millennials these days. But students are now pushing back on these generational generalizations, noting that assumptions regarding their attitudes, hobbies, and abilities are hurting them academically. One of the biggest misconceptions students at last week’s New Media Consortium’s Summer Conference (NMC) brought up was the idea that millennials are digital natives.

"Most people have heard this story before: the eight-year-old son teaching his forty-year-old dad how to use some new device or app. However, despite being an allegory of our times, a lot has been said off-the-record about misconceptions regarding students’ technological abilities. In an interview with EdSurge, Alexandra Pickett, the Director of New York State University’s Center for Online Teaching Excellence, noted that many of her students know how to use online platforms such as Twitter and Facebook for fun, but have no idea how to leverage them for academic and professional use. It’s a point the students at NMC echoed."


Via Jim Lerman, Dean J. Fusto, Bonnie Bracey Sutton, Stephania Savva, Ph.D, Miloš Bajčetić
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Ivon Prefontaine, PhD's curator insight, July 25, 12:42 PM
What we use digital tools for in our daily lives is not what we use them for in classrooms. Neil Selwyn's and Larry Cuban's research have shown that digital tools used poorly do not improve teaching and learning
Chris Carter's curator insight, July 25, 7:17 PM
So true. Born into a digital world, we assume kids know how to navigate it. But really, did you know how to navigate your world when you grew up? Most kids are digital "naives" rather than digital natives, knowing just enough to do what they want to do. When I chaired a student-centered panel at EduTECH Asia in Singapore, the kids said the same thing. We should not unnecessarily put students in a box that assumes they know how to use the tools, to full effect, that the digital world provides.
GwynethJones's curator insight, July 25, 9:39 PM

I'm kinda not surprised by this!

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Papert's Legacy: Logo, Legos, and Playful Learning

Paper Abstract: Teaching computer programming to K-12 students in the Unites States has been promoted and implemented with varying levels of enthusiasm over the last four decades. It is possible to interpret recent attempts to encourage programming as a learning activity as an attempt by the high-tech industry to meet workforce requirements, but examining the origins as programming as an educational activity reveals a more complex picture. This paper examines how Seymour Papert attempted to transform the educational system with the Logo programming language and draws connections with modern graphical programming environments and the maker movement. Papert’s constructionism has proven to be quite resilient for a learning theory that has proved so difficult to operationalize as a learning technology. Paper by Jason Powell, The University of North Texas, United States
Dr. Helen Teague's insight:
Paper Abstract: Teaching computer programming to K-12 students in the Unites States has been promoted and implemented with varying levels of enthusiasm over the last four decades. It is possible to interpret recent attempts to encourage programming as a learning activity as an attempt by the high-tech industry to meet workforce requirements, but examining the origins as programming as an educational activity reveals a more complex picture. This paper examines how Seymour Papert attempted to transform the educational system with the Logo programming language and draws connections with modern graphical programming environments and the maker movement. Papert’s constructionism has proven to be quite resilient for a learning theory that has proved so difficult to operationalize as a learning technology.
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Blended and Hybrid Environments are Driving the New Global Movement in Education

Blended and Hybrid Environments are Driving the New Global Movement in Education | Inquiry-Based Learning and Research | Scoop.it
Today's global employers are searching for employees that have specific skills. Those skills may not be the same needed in 10 years though. In 2009, the US Department of Labor estimated 65% of today's school children would eventually be employed in jobs that have yet to be created. The number is far higher today. The…

Via Ana Cristina Pratas
Dr. Helen Teague's insight:
Current employer response data
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Workshop: Maker Education in a Context

Presentation slides for my ISTE 2017 maker education workshop.

 

Jim Lerman's insight:

 

This is an extraordinarily rich and well-researched presentation by the one and only Dr. Jackie Gerstein. Do follow the links on many of the slides. They will take you to a goldmine of solid research.


Via Jim Lerman
Dr. Helen Teague's insight:
Jim Lerman's insight: This is an extraordinarily rich and well-researched presentation by the one and only Dr. Jackie Gerstein. Do follow the links on many of the slides. They will take you to a goldmine of solid research.
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Mayra.Loves.Books's curator insight, June 26, 8:40 AM
Excellent presentation!
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Technology-Mediated Teacher Noticing: A Goal for Classroom Practice, Tool Design, and Professional Development

Walkoe, , Wilkerson, and Elby introduce technology-mediated teacher noticing (TMTN): a vision for the design and use of technology-mediated tools that takes seriously the need for teachers to attend to, interpret, and respond to their students’ thinking. This vision is situated at the intersection of research on teacher noticing, and on technology to support student thinking. We synthesize that work to highlight specific ways that technology-mediated classroom tools can focus and stabilize teachers’ attention on valuable aspects of student thinking emphasized by current reform efforts. We then illustrate TMTN with classroom examples in which technology supported or obstructed teachers' attention to student thinking, and consider implications for research on technology in teacher practice, professional development, and the design of technological tools for K-12 classrooms. Link is 

Via IC4MediaMakers
Dr. Helen Teague's insight:
Walkoe, , Wilkerson, and Elby introduce technology-mediated teacher noticing (TMTN): a vision for the design and use of technology-mediated tools that takes seriously the need for teachers to attend to, interpret, and respond to their students’ thinking. This vision is situated at the intersection of research on teacher noticing, and on technology to support student thinking. We synthesize that work to highlight specific ways that technology-mediated classroom tools can focus and stabilize teachers’ attention on valuable aspects of student thinking emphasized by current reform efforts. We then illustrate TMTN with classroom examples in which technology supported or obstructed teachers' attention to student thinking, and consider implications for research on technology in teacher practice, professional development, and the design of technological tools for K-12 classrooms. Link is https://repository.isls.org/bitstream/1/215/1/12.pdf
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IC4MediaMakers's curator insight, June 25, 7:29 PM
Walkoe, , Wilkerson, and Elby introduce technology-mediated teacher noticing (TMTN): a vision for the design and use of technology-mediated tools that takes seriously the need for teachers to attend to, interpret, and respond to their students’ thinking. This vision is situated at the intersection of research on teacher noticing, and on technology to support student thinking. We synthesize that work to highlight specific ways that technology-mediated classroom tools can focus and stabilize teachers’ attention on valuable aspects of student thinking emphasized by current reform efforts. We then illustrate TMTN with classroom examples in which technology supported or obstructed teachers' attention to student thinking, and consider implications for research on technology in teacher practice, professional development, and the design of technological tools for K-12 classrooms. Link is: 
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Have Media Habits Changed Among Millennials and Teens? - eMarketer

Gen Z is shifting away from blogs and publisher sites

Via Marylene Delbourg-Delphis
Dr. Helen Teague's insight:
Interesting that this study labels "older adults" as people in the age range of 18-34 years. (!)
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Effects of game technology on elementary student learning in mathematics

Effects of game technology on elementary student learning in mathematics | Inquiry-Based Learning and Research | Scoop.it
This paper reports the effects of game technology on student learning in mathematics as investigated in two data sets collected from slightly different subjects. In the first, 41 second graders (7 o
Dr. Helen Teague's insight:
What this paper adds • This paper provides evidence that game technology positively impacts elementary students' learning of arithmetic, regardless of ability level. • The paper proposes research-based design principles, generated from a literature review, to guide the development of individualized technology game environments to support student learning. • This paper suggests various research methodologies to provide empirical evidence of the impact of technology on academic achievement.
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Complexity Theory: Collaboration in Schools

Complexity Theory:  Collaboration in Schools | Inquiry-Based Learning and Research | Scoop.it
I listened to a great TedTalk today (Zurich, Switzerland 2013) by Nicholas Perony called " Puppies! Now that I've got your attention, complexity theory."  Perony studies animals to understand how they maintain individualized stable social relationships over long periods of time.  Complex social systems in the animal kingdom are identified and broken to interacting parts based on…

Via Dr. Susan Bainbridge
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Player professional development: A case study of teacher resiliency within a community of practice

Player professional development: A case study of teacher resiliency within a community of practice
Dr. Helen Teague's insight:
New Read-Teacher co-developed Professional Development focused on Communities of Practice and understanding principles of game design-not surprising their learning time was interrupted by school mtgs.
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Participatory Spontaneity: Talking to a Texas TeachMeet

Participatory Spontaneity: Talking to a Texas TeachMeet | Inquiry-Based Learning and Research | Scoop.it
This Friday, I am delighted to have been invited, by Dr Helen Teague, to contribute to a Teacher-Led Conference or TeachMeet* in South Texas, via Skype rather than intercontinental travel. I will be contributing a short input on the topic of Participatory Spontaneity. This is a topic I first discussed with Helen, at e-learn 16, and…
Dr. Helen Teague's insight:
Participatory Spontaneity is what I have observed is a key component of participatory professional development. Dr David Webster blogs about this in his blog post. #TMTexasESC1
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Dr. Helen Teague's curator insight, October 11, 7:26 AM
Dr. Helen Teague's insight: Participatory Spontaneity is what I have observed is a key component of participatory professional development. Dr David Webster blogs about this in his blog post. #TMTexasESC1
Dr. Helen Teague's curator insight, October 11, 7:26 AM
Dr. Helen Teague's insight: Participatory Spontaneity is what I have observed is a key component of participatory professional development. Dr David Webster blogs about this in his blog post. TMTexasESC1
Dr. Helen Teague's curator insight, October 11, 7:37 AM
Participatory Spontaneity is what I have observed is a key component of participatory professional development. Dr David Webster blogs about this in his blog post. #TMTexasESC1
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TeachMeets: The ultimate education resource? - Innovate My School

TeachMeets: The ultimate education resource? - Innovate My School | Inquiry-Based Learning and Research | Scoop.it
A TeachMeet comes in many guises. The first I attended was a gathering of ten teachers in a classroom. The second had an audience of eighty and a reception on board HMS Victory in Portsmouth. However, both gatherings were defined by the very simple concept of teachers sharing ideas and simultaneously building a professional learning network (PLN). Presenters can sign up for a two, five or seven minute presentation on a subject, usually associated with classroom practice. It is much the same as the TED model, where speakers have to distil an idea into a defined timeframe. It is a challenge to engage and communicate in a short time but it is thrilling when someone gets it spot on.

Via John Evans
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Redesigning the Syllabus to Reflect the Learning Journey - EdSurge News


Personalized learning is still in its infancy—as are the curricular tools and resources available to support teachers in implementing it.

Dr. Helen Teague's insight:
Blog post written by Mark Engstrom, Allen Academy in Bryan, Texas. Engstrom describes his iterative design beginning with essential questions ...what content was required, what elements of learning could students control and what traditional and new measures I could use to gauge progress?I like that microlearning is referred to as "segments of learning" (Foundation, Content and Skills, and Assessment) which led to new focus areas (collaborative learning, passion-based learning project, document-based or long essay and content/skills-based assessment)
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Microsoft Paint and other apps are going to be discontinued by Windows 10’s Next Update

Microsoft Paint and other apps are going to be discontinued by Windows 10’s Next Update | Inquiry-Based Learning and Research | Scoop.it
Microsoft is dropping various features and functionalities from its new build. In preparation for the release of the Fall Creators Update, Microsoft has published the full list of stories that will be removed or depreciated from the new build. Removed features 3D Builder app No continued installed by default. Consider working with Print 3D and Paint 3D in its home. 3D Builder will still b
Dr. Helen Teague's insight:
RIP MS Paint... an icon gateway of computer applications
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5 Best Social Media Practices for Higher Education

5 Best Social Media Practices for Higher Education | Inquiry-Based Learning and Research | Scoop.it

"How can universities and colleges best take advantage of the benefits that social media has to offer in our technology-heavy 21st century?"


Via EDTECH@UTRGV
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Minorities are making waves in STEM, but still face significant challenges in entering the field, experts say

Minorities are making waves in STEM, but still face significant challenges in entering the field, experts say | Inquiry-Based Learning and Research | Scoop.it

News, voices and jobs for education professionals. Optimized for your mobile phone.
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Learning By Thinking: How Reflection Improves Performance

Learning By Thinking: How Reflection Improves Performance | Inquiry-Based Learning and Research | Scoop.it

"*Learning from direct experience can be more effective if coupled with reflection-that is, the intentional attempt to synthesize, abstract, and articulate the key lessons taught by experience.

 

*Reflecting on what has been learned makes experience more productive.

 

*Reflection builds one's confidence in the ability to achieve a goal (i.e., self-efficacy), which in turn translates into higher rates of learning."

 

Jim Lerman's insight:

 

Many of us already believe this; here it is confirmed by a Harvard Business School study. Full article may be downloaded here.


Via Jim Lerman
Dr. Helen Teague's insight:
Reflection supports scooped by Jim Lerman with this insight:  Many of us already believe this; here it is confirmed by a Harvard Business School study. Full article may be downloaded at this link: https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2414478
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Assessing teacher education and professional development needs for the implementation of integrated approaches to STEM education

Assessing teacher education and professional development needs for the implementation of integrated approaches to STEM education | Inquiry-Based Learning and Research | Scoop.it

Given the growing interest in, and relevance of, integrated approaches to STEM (science, technology, engineering, and mathematics) education, there is an urgent desire to understand the challenges and obstacles to developing and implementing integrated STEM curricula and instruction. In this article, the researchers present phase 1 of a two-phase needs assessment study to identify challenges and needs of promoting integrated approaches in STEM education. Utilizing a key informant approach, 22 K-12 teachers and four administrators selected as potential leaders in STEM education in an unidentified state on the East Coast of the USA were interviewed. Participants were asked to identify challenges and perceived supports to conduct integrated STEM education. Questions were open-ended in order to inform a larger, state-wide questionnaire study in phase 2 to be reported subsequently and were qualitatively coded. doi:10.1186/s40594-017-0068-1


Via IC4MediaMakers
Dr. Helen Teague's insight:
Given the growing interest in, and relevance of, integrated approaches to STEM (science, technology, engineering, and mathematics) education, there is an urgent desire to understand the challenges and obstacles to developing and implementing integrated STEM curricula and instruction. In this article, the researchers present phase 1 of a two-phase needs assessment study to identify challenges and needs of promoting integrated approaches in STEM education. Utilizing a key informant approach, 22 K-12 teachers and four administrators selected as potential leaders in STEM education in an unidentified state on the East Coast of the USA were interviewed. Participants were asked to identify challenges and perceived supports to conduct integrated STEM education. Questions were open-ended in order to inform a larger, state-wide questionnaire study in phase 2 to be reported subsequently and were qualitatively coded. doi:10.1186/s40594-017-0068-1
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IC4MediaMakers's curator insight, June 25, 7:43 PM
Given the growing interest in, and relevance of, integrated approaches to STEM (science, technology, engineering, and mathematics) education, there is an urgent desire to understand the challenges and obstacles to developing and implementing integrated STEM curricula and instruction. In this article, the researchers present phase 1 of a two-phase needs assessment study to identify challenges and needs of promoting integrated approaches in STEM education. Utilizing a key informant approach, 22 K-12 teachers and four administrators selected as potential leaders in STEM education in an unidentified state on the East Coast of the USA were interviewed. Participants were asked to identify challenges and perceived supports to conduct integrated STEM education. Questions were open-ended in order to inform a larger, state-wide questionnaire study in phase 2 to be reported subsequently and were qualitatively coded. doi:10.1186/s40594-017-0068-1
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Making the Invisible Visible: A New Method for Capturing Student Development in Makerspaces

Researchers Davis, Schneider, and Blikstein introduce a new kind of assessment developed to capture students’ learning in makerspaces, and we present a new perspective on how participating in a maker workshop impacts students. As opposed to traditional pen and paper tests, Davis, Schneider, and Blikstein designed a series of hands-on task that participants complete before and after a maker workshop. In this paper, we contrast high-school students’ performance with experts (graduate students in mechanical engineering) and found evidence that the students’ behavior became more similar to experts’ after participating in a maker workshop. For the scope of this paper, Davis, Schneider, and Blikstein focus on a single task and describe in detail our coding scheme and analyses. Additionally, they show how a combination of qualitative and computational analysis helped them develop metrics to compare novices’ and experts’ performances. We conclude by discussing the potential of this type of assessment for supporting students’ learning in makerspaces. 

Via IC4MediaMakers
Dr. Helen Teague's insight:
Researchers Davis, Schneider, and Blikstein introduce a new kind of assessment developed to capture students’ learning in makerspaces, and we present a new perspective on how participating in a maker workshop impacts students. As opposed to traditional pen and paper tests, Davis, Schneider, and Blikstein designed a series of hands-on task that participants complete before and after a maker workshop. In this paper, we contrast high-school students’ performance with experts (graduate students in mechanical engineering) and found evidence that the students’ behavior became more similar to experts’ after participating in a maker workshop. For the scope of this paper, Davis, Schneider, and Blikstein focus on a single task and describe in detail our coding scheme and analyses. Additionally, they show how a combination of qualitative and computational analysis helped them develop metrics to compare novices’ and experts’ performances. We conclude by discussing the potential of this type of assessment for supporting students’ learning in makerspaces.
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Global Flipped Classroom Research Lab to Curate and Distribute Next Practices in Flipped Learning

 

Flipped Learning Global Initiative introduces cohort of International
Flipped Learning Fellows

CHICAGO, June 28, 2016 /PRNewswire/ -- Today, the Flipped Learning Global
Initiative, a worldwide coalition of educators, researchers, technologists,
professional development providers and ed
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Global Flipped Classroom Research Lab to Curate and Distribute Next Practices in Flipped Learning, 2016
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LEVERS, DOK, and Bloom

Ferdi Serim describes the role Depth of Knowledge plays in Common Core and how the LEVERS system helps educators and students prepare for higher levels of pe...

Via Ferdi Serim
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connecting students, school, and workplace readiness
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Ferdi Serim's curator insight, July 21, 2013 7:43 PM

In working with teachers, I find increasing Depth of Knowledge is the key to fulfilling the promise of Common Core. Karin Hess has shown that Bloom looks different at each DOK. Hope you find this presentation helpful!

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Creative Commons Google Doc Add-On

Creative Commons Google Doc Add-On | Inquiry-Based Learning and Research | Scoop.it
Thanks for finding this page through the Add-on! A few months ago, I wanted an easy way for teachers and anyone really to add Creative Commons Licenses into their Google Docs without having to navi…
Dr. Helen Teague's insight:
Thank you to Brandon Dorman, MEd. for this creative commons plug-in for Google Docs! 
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Using Social Media in eLearning 

Using Social Media in eLearning  | Inquiry-Based Learning and Research | Scoop.it
Social media is part of many lives, at work and elsewhere. People at least add to their knowledge through social media, and sometimes to their skills. Doesn’t it make sense to integrate social media into eLearning? Here are some ways that these sites can further learners’ understanding and provide insight.

Via Ana Cristina Pratas
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