"We’ve [Wikispaces.com] heard from many of you that you’re always looking for more training and professional development resources. We’re excited to share with you some fantastic examples of how educators are using wikis to bring together their professional development resources. We hope they spark your creativity."
"GroupTweet enables 2 to 100,000+ contributors to tweet from the same account. No longer is the burden of content creation on one person's shoulders. Contributors' names can be hidden or displayed at the beginning or end of each Tweet. Whether you have a small group powering a company account or thousands of people powering a group account, you can leverage the power of the crowd with GroupTweet!"
Dennis Richards's insight:
How do you build community when the number of participants is 1000+ from across the planet?
#etmooc will be using this digital tool as one way to facilitate community for the people participating in this 2013 course.
Robin Good: If you are looking for a free video conferencing solution, here is my selection of the top 15 (and more) solutions available right now online.
I have personally checked each one of them, and while you may not like each one, they all guarantee the ability to video conference with more than two people (FlashMeeting is the only exception I have included) without you needing to pay anything for it.
"Unfortunately, several studies (Darling-Hammond, Wei, Andree, Richardson, & Orphanos, 2009; Murray, 2012) have indicated that most American teachers do not receive the kind of well-designed teacher professional development common in many other nations. Not only do most U.S. schools continue to rely on fragmented, ineffective one-day or two-day activities, but relatively few learning opportunities for teachers feature either the intense emphasis on content or the collegial work that has been found to positively influence teacher learning, teacher instructional practice, and student learning. Professional development is supposed to contribute to lasting change in the classroom, and when it doesn’t, we waste valuable time and resources and compromise teachers’ trust that time engaged in professional development is well spent. The time and money spent on traditional professional development is frustratingly wasteful. Workshops and conferences can raise awareness and enthusiasm and can impart knowledge, but the opportunities for reflection, collegial discussions, and continued support that are needed to bring about instructional change are rarely provided.
Most U.S. schools lack the structures and/or cultures to support the kind of job-embedded, sustained, collaborative teacher professional learning that leads to real improvements in teaching and learning. A review of the approaches common in high-achieving nations suggests directions that American schools could take to improve teacher learning and thus student achievement."
"All great teachers do great work. And not only that, but they also do different work. Great teachers are always looking to improve practice, steal ideas and try new things -- all in order to meet the needs of their students. PBL teachers are no exception. Any teacher who is truly doing PBL would also agree that it's different. There is something about being a PBL teacher that requires different work, and work that is especially capitalized when implementing a PBL project. Because I work with so many PBL teachers, I feel there are some things that PBL teachers should specifically be proud of. I present them in these six affirmations."
"Curation, reflection, and contribution are all equal components within this model. Curation requires learners to evaluate information and organize it. Reflection encourages learners to unpack their learning in public spaces, such as blogs. Contribution demands that learners “give back” to both digital and face-to-face communities either through discussion or production. By engaging in all three parts of this model, educators can ensure that they adequately synthesize and consider important artifacts. This process is a far cry from simply storing and organizing “cool stuff.”
After engaging in the User Generated Learning process for almost a year, I [Kristen Swanson] can attest that it results in rich, social learning. I only save that which is aligned to my goals and the goals of others with whom I connect. I have fewer links, videos, and interactive sites, but I have more conversations and perspectives to consider. I’ve joined this course as a way to increase my focus on community, not content."
"This is my [Ben Wilkoff] introduction for #etmooc in which I use a whole bunch of public domain videos in order to illustrate what I am talking about (sometimes with better results than others).
I'm excited about this course and the people that I will meet and collaborate with as a result. I also wanted to make sure that I emphasize just how much I believe we owe the past for our understanding of teaching and learning. In our rush to create a connected MOOC community, I am interested in figuring out the human and timeless elements of education. The good, and not merely the new.
"In case you are new to Mind42, here's a quick roundup:
Mind42 lets you create comprehensive mind maps with our fast and simple online mind map editor. To get started simply press the button "Start mind mapping" to the right. For more information you might want to take a look at our user guide. If you have any questions or feedback you want to share with us feel free to contact us."
"In Mind42, "42" is not only the answer to Life, the Universe, and Everything. We pronounce Mind42 as Mind FOR TWO, and the whole word play is not only a reference to Douglas Adams The Hitchhiker's Guide to the Galaxy, but indicates the collaborative character of mind mapping, and brain storming in general. And that's what Mind42 is. A collaborative browser-based online mind mapping tool.
Mind42 allows you to manage all your ideas, whether alone, twosome or working together with the whole world. Mind42 runs in your browser, so no installation necessary for the ultimate hassle-free mind mapping experience. Just open your browser and launch the application whenever and wherever needed."
"This space will act as an information hub for #etmooc, an open, online experience that is designed to facilitate & nurture conversations around the thoughtful integration of educational technology & media in teaching and learning.
Think of #etmooc as an experience situated somewhere between a course and a community. While there will be scheduled webinars and information shared each week, we know that there is a lot more that we will collectively need to do if we want to create a truly collaborative and passionate community.
We’re aiming to carry on those important conversations in many different spaces – through the use of social networks, collaborative tools, shared hashtags, and in personalized spaces. What #etmooc eventually becomes, and what it will mean to you, will depend upon the ways in which you participate and the participation and activities of all of its members. Let’s see if we can create something that is not just another hashtag – and, not just another course.
Some exciting topics will be explored during the #etmooc experience. We’ll be leading conversations around many of the recently popularized technologies, media and literacies including social/participatory media, blended/online learning environments, digital literacies, open education, digital citizenship/identity, copyright/copyleft, and multimedia in education. We hope that this list of topics will grow as we expand our membership and tap into the expertise of our participants. However it is not the topics that we cover, but it is what we discover, create and share together that will be critical to the success of the etmooc experience."
"Topics & Tentative Schedule (Revised as of January 9, 2013)
The 2013 tentative schedule of topics is found below. More detailed information will be provided soon, including exact dates and connection information. Each topic is 2 weeks long so that there is adequate attention and depth.
Welcome (Jan 13-19): Welcome Event & Orientation to #etmooc
Before the advent of Twitter, most educators I know had limited opportunities to collaborate with colleagues outside their building. Some subscribed to listservs or participated in online forums, but these outlets lacked critical mass; teachers also networked at in-person conferences and training sessions, but these isolated events didn't provide ongoing support.
Enter Twitter. I've heard many educators say that Twitter is the most effective way to collaborate and that they've learned more with Twitter than they have from years of formal professional development.
Here are some of the specific ways educators are using Twitter to collaborate:
"At its core, Google+ Hangouts is simply a souped-up version of video chat. But when it comes to education, it’s so much more than that. It becomes a vehicle for learning, sharing, collaboration, and ideas. Whether you’re an educator discussing learning practices, or a first-grade classroom speaking with an astronaut, Hangouts have seemingly endless possibilities. These are our 50 favorite ways for schools to use Google Plus Hangouts. How do you plan to use this cool tool?"
"I love my three young children immensely. So it's hard for me to be fully rational about them. Of course they are the smartest, the best looking, and the most athletic. I'm not alone — all parents are irrational."
"Irrationality can be a strong asset. Sure, a vast majority of new businesses fail, so a fairly rational person could easily justify maintaining the status quo. But our world is — unquestionably — a better place because people take risks that don't quite make logical sense. Of course, irrationality presents challenges too. It can blind innovators to real problems and to important signals telling them to do something different. Yes, perseverance may be an underappreciated skill, but when paired with passion, it often leads to fanaticism.
So how can you toe the line between irrationality and fanaticism without pursuing a doomed idea?"
Robin Good: Zeeik is a new web-based video curation site with a unique slant and some very innovative ideas.
Its key features provide some very stimulating ideas on how in the future you may go about curating, navigating and collecting video to create a guide or make sense of a specific topic.
1) Collaborative Curation
First of all, Zeeik is designed in a way that puts the topic of curation at the center, while allowing multiple users to contribute, search, find and select which video clips would be most appropriate for it.
"Users collaboratively make zeeiks in request-and-replay manner." Zeeiks are also similar to what a video wiki would probably be like, as they allow multiple editors to contribute and shape the final content.
2) Topic and Level Navigation
Second, Zeeik introduces (thank you guys for showing curation startups where is the next gear) a rudimental but still highly effective navigational gizmo, allowing any topic to be easily segmented into many sub-topics and levels. This new visual navigation addition is of the essence in providing a feature that expands the potential of curated content of orders of magnitude. A navigational tool that allows you to intuitively navigate from topic to topic and from high-level view to a very detailed one is exactly what I would like to see show-up across the board of content curation tools in the near future.
3) Search, Collect and Excerpt Video Content
Third, Zeeik makes easy and effective to search video content on any topic, to tap into your video assets rapidly and to trim and excerpt specific sections from any video you decide to include.
These ingredients by themselves make Zeeik a truly innovative content curation tool, and while its interface and usability may leave a lot to be desired, I think it deserves high praise for finally breaking new ground.
Zeeiks can be easily linked or embedded into any web site or blog and can be used to create catalogues, guides, tutorials, textbooks, music album, or just about anything that is video-based.