Welcome

My Quotes in Teaching in a Networked Classroom

61 Kuotes | 50 Books

Search:


Import Kindle clippings easily

Beta status: Bulk Kuote import!!!!

Log in & Sign in using:

Teaching in a Networked Classroom

Savage, Jonathan
The processes of combining and re-mixing materials are not the preserve of artists alone. All creative people, whatever their discipline, are collaborators. Teachers are no exception. You will need to connect, borrow, combine, re-mix and collaborate in order to become the best teacher that you can be. We considered how these thoughts relate to two key educational activities: reading and writing.
Teaching in a Networked Classroom - Savage, Jonathan - Mi subrayado Posición 3282-3284 | Añadido el sábado 5 de diciembre de 2015, 19:43:23
Permalink Share Paper Clasic Modern +Kuotes
It began with us considering the nature of creativity, and how the orthodox view of creativity being the sole remit of a creative mind tells only half the story at best. Creativity is social. It?s shared. Creativity occurs when people connect to each other in various ways. As Johnson (2010: 22) says, ?chance favours the connected mind?. We also explored how creative people work with ?stuff?. They do not start with a blank piece of paper. Creative borrowing ? stealing ? is integral to the creative process.
Teaching in a Networked Classroom - Savage, Jonathan - Mi subrayado Posición 3276-3279 | Añadido el sábado 5 de diciembre de 2015, 19:42:11
Permalink Share Paper Clasic Modern +Kuotes
As a teacher, you need to undertake a lot of writing. Although you will not be writing manuscripts of 80,000 words, you will be researching and writing significant pieces of text for the purposes of lesson planning. Scrivener provides an environment where your digital collections of materials from Evernote can be presented alongside a writing environment that allows you to connect and trace ideas through its innovative tagging mechanisms. Whilst Scrivener is not free, is it definitely worth the small cost and we highly recommend it.
Teaching in a Networked Classroom - Savage, Jonathan - Mi subrayado Posición 3734-3737 | Añadido el sábado 5 de diciembre de 2015, 19:39:54
Permalink Share Paper Clasic Modern +Kuotes
Social currency We have examined this already in this chapter. Social currency refers to the reputation we gain in sharing with others. If sharing particular things makes us look more knowledgeable in the eyes of the group with whom we share those things, and knowledge is a value to the group, then we?ll continue to share.
Teaching in a Networked Classroom - Savage, Jonathan - Mi subrayado Posición 1773-1775 | Añadido el sábado 5 de diciembre de 2015, 19:04:46
Permalink Share Paper Clasic Modern +Kuotes
Auditing your competence in this area is an important first step towards developing new skills. After all, if you don?t know where your strengths and weaknesses are, how can you constructively seek to improve yourself? Fortunately, many large companies such as Microsoft, Mozilla and Google provide frameworks to help you explore your own web competencies in various ways.
Teaching in a Networked Classroom - Savage, Jonathan - Mi subrayado Posición 1703-1705 | Añadido el sábado 5 de diciembre de 2015, 19:02:57
Permalink Share Paper Clasic Modern +Kuotes
A personal learning network is more than a collection of tools. It is about your knowledge, skill and understanding of the web, and how these can be used constructively to help shape teaching and learning processes.
Teaching in a Networked Classroom - Savage, Jonathan - Mi subrayado Posición 1701-1703 | Añadido el sábado 5 de diciembre de 2015, 19:01:45
Permalink Share Paper Clasic Modern +Kuotes
Personal learning networks ? a shared approach to teaching and learning A personal learning network is the way in which you organise your learning through connections with social and informational networks.
Teaching in a Networked Classroom - Savage, Jonathan - Mi subrayado Posición 1693-1695 | Añadido el sábado 5 de diciembre de 2015, 19:00:48
Permalink Share Paper Clasic Modern +Kuotes
Not only did they discover that people shared more positive than negative stories, and more longer, intellectually demanding articles than shorter, simpler pieces, they also found that the stories most often shared were ?awe-inspiring?. By this they meant stories that were large-scale and changed the way the reader saw the world. They suggested that the reason why such stories are shared is the ?emotional communion? that results from it. This is the idea that when you read something that has a real emotional impact on yourself, which changes you and changes the way you see the world, then you want to share that feeling.
Teaching in a Networked Classroom - Savage, Jonathan - Mi subrayado Posición 1663-1667 | Añadido el sábado 5 de diciembre de 2015, 18:58:37
Permalink Share Paper Clasic Modern +Kuotes
Sharing for recognition
Teaching in a Networked Classroom - Savage, Jonathan - Mi subrayado Posición 1648-1648 | Añadido el sábado 5 de diciembre de 2015, 13:10:17
Permalink Share Paper Clasic Modern +Kuotes
In short, our students are primed for sharing. REFLECTIVE TASK If our students are primed for sharing (and they are), have you ever thought of teaching as sharing? Why is it that you want to become, or have become, a teacher? What is it that you want to share with your students that led you to make this important decision? What would be the benefits of this sharing for your students and for yourself? How can a sharing community or economy be established in your school?
Teaching in a Networked Classroom - Savage, Jonathan - Mi subrayado Posición 1622-1626 | Añadido el sábado 31 de octubre de 2015, 10:05:59
Permalink Share Paper Clasic Modern +Kuotes
Our students may be unfamiliar with the details of the history of commons-based resource sharing on the web. However, they have all inherited the technical infrastructure and cultural practices based on it: they more naturally ?access? than buy, ?share? rather than own. They stream music on Spotify or Pandora, access newspapers online, and subscribe to TV programmes and films through watch-again services and companies such as Netflix.
Teaching in a Networked Classroom - Savage, Jonathan - Mi subrayado Posición 1618-1621 | Añadido el sábado 31 de octubre de 2015, 10:04:23
Permalink Share Paper Clasic Modern +Kuotes
This infrastructure was always envisioned as primarily a place to share by the inventor himself: The dream behind the Web is of a common information space in which we communicate by sharing information. (Berners-Lee 1998) Mobile technologies with geo-location services linked to social networks have allowed people to coordinate their sharing with greater and greater precision. Online social networks are today?s word-of-mouth, where strong and weak ties combine to extend the reach of local communities. Because trust is the oil that allows sharing in a community, mechanisms for enabling trust to thrive online are constantly in development. Escrow legal agreements; the integration of users? social graph (Facebook + LinkedIn + Google+) to establish identity; ratings systems; and reputation engines (such as TrustCloud) are all designed to establish ?reputation capital? (Botsman 2010) in order to build trust between strangers.
Teaching in a Networked Classroom - Savage, Jonathan - Mi subrayado Posición 1605-1612 | Añadido el sábado 31 de octubre de 2015, 10:00:44
Permalink Share Paper Clasic Modern +Kuotes
The ?sharing economy? is being held up as the model for effective, sustainable production and consumption for the future. People are now sharing bicycles, cars, textbooks, houses, money, clothes, tools, dogs, nannies and even grannies on an unprecedented scale. Books such as What?s Mine is Yours (Botsman 2010) and The Mesh (Gansky 2010); web-based companies exploring the latest shareables; and online magazines such as Shareable1 suggest that the groundswell of support for sharing may have reached a tipping point.
Teaching in a Networked Classroom - Savage, Jonathan - Mi subrayado Posición 1594-1598 | Añadido el sábado 31 de octubre de 2015, 9:57:33
Permalink Share Paper Clasic Modern +Kuotes
What Putnam reminds us with this concept (and what I learnt in Italy) is that we are more likely to share our knowledge, skills and experiences when embedded in a network that is rich in social capital. The secret to increasing social capital is trust and norms of reciprocity: if we don?t agree how to share, how to give and take, or if we don?t trust each other and have no mechanisms for measuring that trust, then we are all that much poorer.
Teaching in a Networked Classroom - Savage, Jonathan - Mi subrayado Posición 1587-1590 | Añadido el sábado 31 de octubre de 2015, 9:53:14
Permalink Share Paper Clasic Modern +Kuotes
The key difference between social capital and other forms of capital is that social capital is embedded in the fabric of our groups and communities. Human capital and financial capital are based on individuals or assets, while social capital lies in the relationships between individuals and in the connections they have with their communities.
Teaching in a Networked Classroom - Savage, Jonathan - Mi subrayado Posición 1585-1587 | Añadido el sábado 31 de octubre de 2015, 9:51:37
Permalink Share Paper Clasic Modern +Kuotes
The key difference between social capital and other forms of capital is that social capital is embedded in the fabric of our groups and communities. Human capital and financial capital are based on individuals or assets, while social capital lies in the relationships between individuals and in the connections they have with their communities.
Teaching in a Networked Classroom - Savage, Jonathan - Mi subrayado Posición 1585-1587 | Añadido el sábado 31 de octubre de 2015, 9:49:12
Permalink Share Paper Clasic Modern +Kuotes
Here?s a more formal definition of social capital: features of social organisations, such as trust, norms [or reciprocity], and networks [of civil engagement], that can improve the efficiency of society by facilitating co-ordinated actions. (Putnam et al, 1993)
Teaching in a Networked Classroom - Savage, Jonathan - Mi subrayado Posición 1581-1583 | Añadido el sábado 31 de octubre de 2015, 9:47:27
Permalink Share Paper Clasic Modern +Kuotes
If you think you do share knowledge, what is it you share? Who do you share it with? How do you go about doing it? In your working world, who shares their knowledge with you? Who prefers to keep knowledge to themselves or to use it for themselves? Would you describe your working environment as being a sharing one?
Teaching in a Networked Classroom - Savage, Jonathan - Mi subrayado Posición 1550-1552 | Añadido el sábado 31 de octubre de 2015, 9:36:36
Permalink Share Paper Clasic Modern +Kuotes
Smith, T. (2012). Thinking Contemporary Curating. New York, Independent Curators International.
Teaching in a Networked Classroom - Savage, Jonathan - Mi subrayado Posición 2152-2153 | Añadido el domingo 25 de octubre de 2015, 7:38:23
Permalink Share Paper Clasic Modern +Kuotes
O?Neill, P. (2012). The Culture of Curating and the Curating of Culture(s). Cambridge MA, MIT Press.
Teaching in a Networked Classroom - Savage, Jonathan - Mi subrayado Posición 2145-2146 | Añadido el domingo 25 de octubre de 2015, 7:37:54
Permalink Share Paper Clasic Modern +Kuotes

's Books


2015 O Brasil no Conselho de Seguranca da ONU_2010_2011 89 Kuotes Inteligencia Social c.1 38 Kuotes Capitulo_2_Usabilidad_v1_0 36 Kuotes The 33 Strategies Of War Greene, Robert 342 Kuotes Eating on the Wild Side Jo Robinson 548 Kuotes Daily News English 325 Kuotes A Whole New Mind: Why Right-Brainers Will Rule the Future Daniel H. Pink 98 Kuotes The 50th Law 50 Cent 148 Kuotes Il quaderno di Maya Universale economica 216 Kuotes Redalyc.Antropología y Derechos Humanos: multiculturalismo, retos y resignificaciones Alejandro BAER Marie José DEVILLARD 46 Kuotes Microsoft Word - ENTRE PARENTESIS.doc VCC 52 Kuotes Research_Theory_Neural Mechanisms of Interval Timing_buhusi2005 1 70 Kuotes Hacia un estado del arte sobre sentidos y prácticas políticas juveniles en Colombia Galindo Ramírez, Liliana 34 Kuotes Instapaper: Saturday, Jun. 23 Instapaper 35 Kuotes JOVENES MIGRACIÓN POTOSI - TESIS ALEMANA Katharina Jochem 114 Kuotes Los Cuatro Acuerdos Un libro de la sabiduría tolteca 206 Kuotes Reengineering The Sales Process es6.mike@gmail.com 115 Kuotes luces-de-bohemia Desconocido 71 Kuotes Relationships-between-number-and-space-processing-in-adults-with-and-without-dyscalculia_[pub_year]_Acta-Psychologica Mikael Skagenholt 43 Kuotes Didáctica Magna Comenio, Juan Amós 101 Kuotes La troika y los 40 ladrones Santiago Camacho 38 Kuotes IGLESIA EN MISIÓN Severino Dianich 370 Kuotes Redalyc.La difícil articulación entre políticas universales y programas focalizados. Etnografía institucional del programa Bolsa Familia de Brasil Felipe Hevia de la Jara 34 Kuotes CastroGomezSantiago-ElGiroDecolonial 33 Kuotes ETICA Y LIDERAZGO EMPRESARIAL GBosch 32 Kuotes Hermann Hesse - Demian Patricio 94 Kuotes Bolano_2666 42 Kuotes Educación y trabajo: lecciones desde la práctica innovadora en América Latina; Colección Innovemos; Vol.:1; 2008 Graciela Messina, Enrique Pieck, Elsa Castañeda Bernal and UNESCO Office Santiago and Regional Bureau for Education in Latin America and the Caribbean 96 Kuotes SEGURIDAD ALIMENTARIA NUTRICIONAL EN BOLIVIA Administrador 32 Kuotes The Progress Principle: Using Small Wins to Ignite Joy, Engagement, and Creativity at Work Teresa Amabile and Steven Kramer 74 Kuotes Building Deep Links Into E-Commerce Product Pages seomoz.org 31 Kuotes Recepción de Vives en España Moreno Gallego 36 Kuotes Mungerspeech_june_95 es6.mike@gmail.com 77 Kuotes Ante el dolor de los demás Sontag, Susan 85 Kuotes Peso cero Antonia Romero 130 Kuotes KindlePB3 summa 194 Kuotes Microsoft Word - GSocial Karen Mokate-JJS.doc miriamca 32 Kuotes Food Rules Pollan, Michael 236 Kuotes Web Copy That Sells: The Revolutionary Formula for Creating Killer Copy That Grabs Their Attention and Compels Them to Buy Veloso, Maria 94 Kuotes Svampa 34 Kuotes Instapaper: Tuesday, May. 21 Instapaper 46 Kuotes How the Mind Works Steven Pinker 64 Kuotes Desarmamento e temas correlatos SERGIO DE QUEIROZ DUARTE 202 Kuotes Focus Goleman, Daniel 111 Kuotes The Art and Science of Low Carbohydrate Performance Phinney, Stephen;Jeff Volek 90 Kuotes The Flinch Smith, Julien 35 Kuotes REVISTA EMANCIPACIÓN CLACSO STEFANONI BOLIVIA 96 Kuotes El viejo y Mr. Smith Peter Ustinov 86 Kuotes The Body Language Rules Judi James 52 Kuotes Br-FR_ Pós-guerra à Parceria Estratégica Tese de Mestrado 54 Kuotes