Google Wave the Next Killer App? — Virtual Real Estate Marketing

Google Wave the Next Killer App? — Virtual Real Estate Marketing

• Google Wave is really much more than a basic collaboration application, actually it’s really many things:

  • a real-time communication platform.
  • blogging
  • tweeting
  • email
  • instant messaging
  • social networking
  • photo sharing
  • video sharing
  • forum discussion
  • data collector and collaborator

Posted from Diigo. The rest of my favorite links are here.

Clay Shirky on Information Filter Function

• Clay Shirky on Information Filter Function

  We have had info overload since the invention of the printing press in the fifteenth century what has changed now is this: the old filters are breaking, designing new filters doesn't just mean updating the old filters.

  tags: information, overload, filtering, social, networking, stories

http://web2expo.blip.tv/file/1277460/

Failure of the filter

eg spam

    not abouit increase in volume, but a failure of filter

    

 All filter solutions are temporary

 

 You have to assume that spam will never go away therefore a filtering problem

 

 A general design problem--a social system problem

     Applying to other systems

         former student-FB change--implications/total disaster privacy meltdown.

         Grimmerman?

         managing privacy prefs- an unnatural act

         privacy is a way of managing info flow. 

         slow ripples b4, quakes now

         

Moving from an evolved system into an engineered system

       Our personal life is no longer personal

      " The inefficiency of information flow is not a bug it is a feature."  

      

 Filters are both outbound and inbound--now this is a new idea to me 

 

 A story about the in and out flows of filtered info

 

     Facebook Chemistry Study Grouip_chris avenir

         school charges him.

         147 charges 1 for setting it up and 146 stkudents

         cheating--publication of individual work in a collaborative environment is cheating

         CA response--what about tutoring

         

 Problem

 

     welcome to community ---conversation join us

     or we do qc on their minds.

     collide very difficult

     FB cause the methods to collide

     

 If you have to make that choice you will make the wrong choice.  FB is not a mimeo. it is different in kind not degree

 

 Ryerson says the real groups are just way too big.  FB is free rider tolerant unlike real world.

 

 Our job is to require stukdents to figure things out.  With the unfilter on--well...

 

 The new context:  we are to information overload ::  fish are to the sea  It is just what we swim in.

 

 If you have the same problem for a long time maybe it's not a problem, maybe it's a fact.  Izaak Rabin

 

 No college of future tomorrow            

 

 We have had info overload since the invention of the printing press in the fifteenth century what has changed now is this:  the old filters are breaking,  designing new filters doesn't just mean updating the old filters.  

     eg digg voting 

     eg tagging

     

 When you feel overloaded you have to ask now:  what filter just broke,      

 

 

 

 

                

Posted from Diigo. The rest of my favorite links are here.

Education World ® Technology Center: Doug Johnson: Seven Brilliant Things Teachers Do With Technology

Education World ® Technology Center: Doug Johnson: Seven Brilliant Things Teachers Do With Technology

A useful list of seven general priniples for every tech using teacher. - post by tellio

• 1. Empower kids with technology.

• 2. Creatively find and use resources.

• 4. Put kids in touch with the world.

• "Flat Classroom"
  • Love this teacher's work, but the metaphor is devastatingly bad and the writer she has latched onto is a hack at best and an apologist of the privileged at least. Warning to all--beware of the metaphors you embrace--they represent the outer limits of behavior if you own them too much. - post by tellio
  
  
• 5. Accept the role of co-leaner.

• 6. Use the kids’ own devices to teach them.

• "Students are increasingly and unstoppably bringing in personal communication devices -- cell phones, cameras, game devices, iPods/mp3 players, netbooks, laptops, and PDAs. Brilliant teachers know how to use cell phones to poll their classes; create podcasts of lectures for later review; use games to teach difficult concepts; and make "Google-jockeys" of student wireless laptop users."
  • Best quote and a roadmap for learning that I need to seriously embrace. - post by tellio
  
  
• 7. Delight in the discovery, the newness, and the fun technology holds.

Posted from Diigo. The rest of my favorite links are here.

PhD is just a bumpy road, sooner or later I’ll be there — Mathemagenic

• PhD is just a bumpy road, sooner or later I’ll be there — Mathemagenic

  tags: no_tag

  • PhD is just a bumpy road, sooner or later I’ll be there

    by Lilia Efimova on July 23, 2004

    I knew that doing a PhD is about ups and downs, but it’s a kind of special fun to discover the bumpy road as you go along. This time it’s about mixed feelings of discovering a good paper…

    I’m reading A Confessional Account of an Ethnography About Knowledge Work by Ulrike Schultze (spotted it some time ago, but got a version only yesterday) and my feelings go everywhere between:

    • gut feeling of finding one of “the papers” that can make core foundations of my research
    • thinking “why the hell I didn’t find the paper a year ago?”
    • admiration of research done by someone else and a way of presenting it
    • loosing confidence thinking “I will never be able to do it that good”
    • happy insights and “aha!” moments – “now I know what to do!”
    • getting a bit down understanding how much time doing it will take
    • trying to get myself together “it’s just a bumpy road, sooner or later I’ll be there”…

    And I’m still in the middle of reading it :)

Posted from Diigo. The rest of my favorite links are here.

Blogging Innovation: Innovation in Education - Latest innovation articles, videos, and insights

• Blogging Innovation: Innovation in Education - Latest innovation articles, videos, and insights

  
  

  Am I innovating? This article will provide a touchstone for personal evaluation.
  
  • Teaching Moves Beyond the Classroom
    
    • I have always thought that social software, starting for me with blogs and commenting, was a way to punch holes in the classroom walls so that my students could escape to the real world. The Web is an inherently subversive communication medium. I have never understood why fundamentalist tolerate it at all. It is their downfall because of the assumptions that underly it--diversity, multiplicity, tolerance, and freedom for all among others. These values are woven into my desire to use technological innovations in the classroom.
    • But how much do I really use technology in the classroom to enable differing and perhaps more informal learning that matches "real" learning in the "wild".
    • I used this article to challenge my own work and to set goals for the coming school year.
    • There are four areas to consider in assessing where I stand:  social media, online video and other media outside the classroom, gaming,  cellphone/mobile learning
      
    
    
  
  
  • Social Media
    
    • What social media do I use? Really use. Facebook, but barely. Twitter, professionally but not with students. Diigo, personally and professionally, but only scratched surface with students GoogleDocs, personally and professionally, but only begun in classes. 
  • Online Video Creates a Global Classroom
    • I use online video regularly to make points, to open discussion in class. I have brought in data visualization tools (see NYT) 
      
  • ###############
•  
•  
• • Even Britain's grandly named Royal Society provides free webcasts of their events and lectures.
    • I need to do more to expand the idea of the classroom? No, I need to expand the idea of what it takes to learn in this newly connect up world. I need to expand your consciousness of what is required to be a learner today. - post by tellio
  • Gaming Gets Serious
    
    • I am not doing anything here. I don't even own a gaming console or even handhelds like the PSP or Nintendo DL. How can a noob teach this when he is not entirely convinced that we are just recreating classrooms inside of silica. Rigid, rigid silica. Ask students, explore with students, point stuff out to students. In fact before every class I need to have a Webslide of potential cool places to go and learn, but never mention learn because that truly is putting the cart in front of... - post by tellio
  • Mobile Learning Comes Into Its Own
    • I have been waffling about on deciding whether or not to get texting at a monthly rate for my phone. I have to do way more of this. I need a smart phone. I am using the iPod touch as my second computer and am adding apps for it on a regular basis (Educate is the latest one) This is where most of my students live. This is where I need to weigh in much more completely and in a regular committed way. - post by tellio

Posted from Diigo. The rest of my favorite links are here.

Untitled

• The Best Places Where Students Can Write For An “Authentic Audience” | Larry Ferlazzo's Websites of the Day...

  tags: no_tag

  • I’ve been spending time over this past year reflecting and evaluating on how I can be more effective in teaching writing — both to English Language Learners and my mainstream ninth-grade students.
    • In Kentucky writing teachers have had to cope with the 'demise' of the writing portfolio in their own classrooms, but perhaps what's worse they have had to deal with its demise in other content area classrooms. - post by tellio
  • the extraordinary The Write Institute curriculum
    • "The WRITE Institute is a National Academic Excellence model for sustained professional development in writing. WRITE establishes partnerships with schools, districts, and county offices of education to improve student achievement by building teacher efficacy and skills in the teaching of writing." - post by tellio
  • “authentic audience” — in other words, someone other than me.
    • I like this very simple definition. Writing to learn, yes, but mostly to do since the object of all teaching is to get student to use what they learn. Writing to learn that does not result in 'doing' of some sort is... A WASTE OF EVERYONE'S TIME. - post by tellio
  • I’ve also been trying to pull together a list of easy online sites where students write more for an “authentic audience” and meet the following criteria:
    • I am a sucker for lists like this. I am just going to visit and annotate a few of these, not a bad idea for students to do either using Diigo and a blog. - post by tellio

  • * The writing required would be short, not lengthy pieces, that could be done in a reasonable amount of time — a few days at a maximum and preferably less.

    * The creating and posting process is simple — accessible both to my English Language Learner students and to me.

    * Posting the piece does not necessarily require any kind of ongoing commitment for communication — once it’s up, it might be interesting to check-back after awhile to see if there have been any reactions (if the site is set-up for that kind of involvement), but it’s really just a matter of sticking it up there in a place that gets a fair amount of “traffic” and  knowing that it’s likely others will read it.

    * There seems to be some kind of enforced standards for all the content that’s posted on the site.  In other words,  when students explore it to see models of what others have written, it’s unlikely they will encounter something that is inappropriate for classroom use.

    • Larry Ferlazzo's Authentic Writing Criteria in a Nutshell 1. Make 'em short to produce and do. 2. Make publishing simple and accessible. 3. Write and done and move on to the next task. 4. Make sure the publishing site has a cop. - post by tellio
  • What Percent lets you state a simple opinion
    • you need to sign up to comment, but does allow you to do a little more indepth research on issue. - post by tellio
  • Recipe Key lets you drag-and-drop items into a virtual pantry
    • Perfect for classroom recipe books. Perfect for family living activities. Students need to know about online food info. This is one of many. In fact it would make a very authentic writing to get students to gather cool, student-centric food/recipe websites together for an annotated post. - post by tellio
  • Shelfari, though, seems like a very reasonable alternative. Students can create their own virtual bookshelf and write reviews of them.
    • I use this one and find it to be excellent. You could start a new shelfari for your class, open up a new discussion, then have students discuss the book selected. After a round of discussion you could ask students to pick a top five then create a rubric in groups that would be used to evaluate the next round of writings. I know it would have to be adapted, but wouldn't this make for interesting action research as you compare first and last discussions using this method. - post by tellio
  • Library Thing is similar to Shelfari
    • Go here just to see this: http://www.librarything.com/zeitgeist - post by tellio
  • Zunal is a free and easy way for students (and teachers) to create webquests (though they might be more appropriately called Internet Scavenger Hunts).
    • Great idea in their demo for a math teacher to use writing as learning. http://zunal.com/webquest.php?user=1 - post by tellio
  • Travel DK, which lets you easily create your own online travel guides including writing reviews of attractions (Thanks to Diana Dell for the tip).
    • OK, you are taking a fieldtrip or a class group (Ok imagine you have the money to do this or just do it virtually). Do this guide first, then do 'reporting' while there, then do a follow up. Print the book and allow folks to buy it and buy one for the library. Documenting one's life is an old idea, but now everyone can do it. Shouldn't we show them before they make a dog's breakfast of it on MySpace or Facebook? - post by tellio
  • Students can pick a painting, or create their own artwork, and then write a story about it at  The Art of Storytelling. 
    • A great idea, execution is very simple, requires a quiet place for students to record. Constrained to the art in their museum, but still a great way to demo the process that multimedia production might go through: image-->script-->voice-->product-->publish. - post by tellio
  • Students both asking and answering questions at the various online Wiki-like sites like Yahoo Answers, WikiAnswers, and Wikianswers (yes, the last two are indeed different sites) are definitely examples of writing for an “authentic audience.” 
    • I can't even begin to draw out the implications for authentic writing here. Perhaps the class could keep a list of running questions that need answering at one of these sites. Allow any student to publicly add to the list, take a cellphone picture of the list, prilnt it out and allow students to work at "fallow" times of the day. My motto in any classroom: always have something cool to do. - post by tellio
  • My Hero is a site where students can write about people they view as…heroes. You can register and create a multimedia webpage about your choices, but, even better (at least, in my view), you can go to the Guestbook area and write a short piece that appears immediately (there are automatic filters to screen content, plus it’s manually screened later).
    • This site has evolved quite beautifully over the last five years into one of the most interesting project sites on the web. If you like multimedia then you might like to start the year doing a film. Check it out: http://myhero.com/myhero/go/filmfestival/ff_inform.asp - post by tellio

  •  

    BBC Memoryshare is a “place to share and explore memories.” The site has a cool-looking timeline where you can access memories that people have written — on just about anything.

    • Start you class's memory book, assign a class historian, begin to think in historical terms. The more you look, the more opportunities arise. - post by tellio
  • I’ll be creating another “The Best…” list sharing them (I’ve done this — The Best Places Where Students Can Create Online Learning/Teaching Objects For An “Authentic Audience”).

Posted from Diigo. The rest of my favorite links are here.

Google Teacher Academy Application

• Google Teacher Academy Application

  This looks awesome in its totality and totally not evil.

Links to the good Google stuff:

Google Classroom Activities

Google Tools for Your Classroom

Google Posters for Your Classroom

Google Education Home

Untitled

• First Draft Secrets: Five Simple Steps

  tags: no_tag

  • first draft
  • Accept the Chatter
    • 1. - post by tellio
  • “Flow” won’t happen every time we write.
  • We diffuse our focus and use up valuable writing energy when we try to “reason with” or overcome  distracting thoughts. The solution to creating fantastic first drafts is much simpler.  First, accept that “mental chatter happens.” Then, redirect your mental chatter as you write.
  • Redirect
    • 2. - post by tellio

  • Ever notice that when you’re just about to get a shot, the nurse suddenly asks about your job, your family or your summer plans?  When we’re faced with a task we resist (getting a shot, writing a first draft), it’s much easier to relax when we’re focused on something else.

     

  • “Swiss Cheese Draft”
    • 3. - post by tellio
  • Step #1 - Limit Your Focus
  • Decide What the “Cheese” Is.  
Before you begin to write, choose one element (”content” or “form”) to define your Swiss cheese draft’s structure.  In other words, answer the question, “what’s the ‘cheese?’”
  • •  
    • If you’re drafting a persuasive essay, you may want to sketch out the basic structure of your argument, using placeholders for specific facts, anecdotes or context to support your points.  This emphasis on drafting the piece’s structure is an example of a focus on form.
  • Once you’re defined your “cheese,” write a one-sentence statement of “what I’m going for in this draft” and put it at the top of your screen or page.  (Tip:  you may choose to emphasize the word “draft” as a reminder.)
  • Step #2 - Limit Your Time.
  • Decide to spend a specific and limited amount of time writing your Swiss cheese draft.  For example, “I’ll draft my new article for the next two hours, until 12 noon…no more, no less.”
  • (Tip:  To stay focused on your project, send a friend a “bookending” email, Tweet or text message.  Tell them you’re starting your draft, and describe your time limit.  Let them know how long it’ll be before you report back to them with a quick progress report.  Bookending is amazingly effective!)
  • Step #3 - Mark the Holes as You Go.
  • As you write, use placeholders such as “X”, “[REWORK],” [??]” or  “_________________” to hold space for things to add later.
  • Step #4 - Notice and Redirect.
  • 
As you’re writing, your mind may still speak up and try to distract you from writing.  If this happens, here’s your chance to greet it wisely.
  • “Sit tight, now…I’ll be with you shortly.”
  • Step # 5 - Cure the Draft Before You Revise
  • Your finished Swiss cheese draft may be cured and ready to revise as early as two days after creation.  It may need longer to settle.  Let your aesthetic palette guide you, and when it’s time to sample your draft, enjoy your flavorful first effort.

Posted from Diigo. The rest of my favorite links are here.

Larry Ferlazzo's Authentic Writing List

• The Best Places Where Students Can Write For An “Authentic Audience” | Larry Ferlazzo's Websites of the Day...

  • I’ve been spending time over this past year reflecting and evaluating on how I can be more effective in teaching writing — both to English Language Learners and my mainstream ninth-grade students.
    • In Kentucky writing teachers have had to cope with the 'demise' of the writing portfolio in their own classrooms, but perhaps what's worse they have had to deal with its demise in other content area classrooms. - post by tellio
  
  
  • “authentic audience” — in other words, someone other than me.
    • I like this very simple definition. Writing to learn, yes, but mostly to do since the object of all teaching is to get student to use what they learn. Writing to learn that does not result in 'doing' of some sort is... A WASTE OF EVERYONE'S TIME. - post by tellio
    
    
  • I’ve also been trying to pull together a list of easy online sites where students write more for an “authentic audience” and meet the following criteria:
    • I am a sucker for lists like this. I am just going to visit and annotate a few of these, not a bad idea for students to do either using Diigo and a blog. - post by tellio

  • * The writing required would be short, not lengthy pieces, that could be done in a reasonable amount of time — a few days at a maximum and preferably less.

    * The creating and posting process is simple — accessible both to my English Language Learner students and to me.

    * Posting the piece does not necessarily require any kind of ongoing commitment for communication — once it’s up, it might be interesting to check-back after awhile to see if there have been any reactions (if the site is set-up for that kind of involvement), but it’s really just a matter of sticking it up there in a place that gets a fair amount of “traffic” and  knowing that it’s likely others will read it.

    * There seems to be some kind of enforced standards for all the content that’s posted on the site.  In other words,  when students explore it to see models of what others have written, it’s unlikely they will encounter something that is inappropriate for classroom use.

    • Larry Ferlazzo's Authentic Writing Criteria in a Nutshell 1. Make 'em short to produce and do. 2. Make publishing simple and accessible. 3. Write and done and move on to the next task. 4. Make sure the publishing site has a cop. - post by tellio
    
    
  • What Percent lets you state a simple opinion
    • you need to sign up to comment, but does allow you to do a little more indepth research on issue. - post by tellio
    
    
  • Recipe Key lets you drag-and-drop items into a virtual pantry
    • Perfect for classroom recipe books. Perfect for family living activities. Students need to know about online food info. This is one of many. In fact it would make a very authentic writing to get students to gather cool, student-centric food/recipe websites together for an annotated post. - post by tellio
    
    
  • Shelfari, though, seems like a very reasonable alternative. Students can create their own virtual bookshelf and write reviews of them.
    • I use this one and find it to be excellent. You could start a new shelfari for your class, open up a new discussion, then have students discuss the book selected. After a round of discussion you could ask students to pick a top five then create a rubric in groups that would be used to evaluate the next round of writings. I know it would have to be adapted, but wouldn't this make for interesting action research as you compare first and last discussions using this method. - post by tellio
    
    
  • Library Thing is similar to Shelfari
    • Go here just to see this: http://www.librarything.com/zeitgeist - post by tellio
    
    
  • Zunal is a free and easy way for students (and teachers) to create webquests (though they might be more appropriately called Internet Scavenger Hunts).
    • Great idea in their demo for a math teacher to use writing as learning. http://zunal.com/webquest.php?user=1 - post by tellio
  • Travel DK, which lets you easily create your own online travel guides including writing reviews of attractions (Thanks to Diana Dell for the tip).
    • OK, you are taking a fieldtrip or a class group (Ok imagine you have the money to do this or just do it virtually). Do this guide first, then do 'reporting' while there, then do a follow up. Print the book and allow folks to buy it and buy one for the library. Documenting one's life is an old idea, but now everyone can do it. Shouldn't we show them before they make a dog's breakfast of it on MySpace or Facebook? - post by tellio
    
    
  • Students can pick a painting, or create their own artwork, and then write a story about it at  The Art of Storytelling. 
    • A great idea, execution is very simple, requires a quiet place for students to record. Constrained to the art in their museum, but still a great way to demo the process that multimedia production might go through: image-->script-->voice-->product-->publish. - post by tellio
    
    
  • Students both asking and answering questions at the various online Wiki-like sites like Yahoo Answers, WikiAnswers, and Wikianswers (yes, the last two are indeed different sites) are definitely examples of writing for an “authentic audience.” 
    • I can't even begin to draw out the implications for authentic writing here. Perhaps the class could keep a list of running questions that need answering at one of these sites. Allow any student to publicly add to the list, take a cellphone picture of the list, prilnt it out and allow students to work at "fallow" times of the day. My motto in any classroom: always have something cool to do. - post by tellio
    
    
  • My Hero is a site where students can write about people they view as…heroes. You can register and create a multimedia webpage about your choices, but, even better (at least, in my view), you can go to the Guestbook area and write a short piece that appears immediately (there are automatic filters to screen content, plus it’s manually screened later).
    • This site has evolved quite beautifully over the last five years into one of the most interesting project sites on the web. If you like multimedia then you might like to start the year doing a film. Check it out: http://myhero.com/myhero/go/filmfestival/ff_inform.asp - post by tellio

  • BBC Memoryshare is a “place to share and explore memories.” The site has a cool-looking timeline where you can access memories that people have written — on just about anything.

    • Start you class's memory book, assign a class historian, begin to think in historical terms. The more you look, the more opportunities arise. - post by tellio
    
    
  • I’ll be creating another “The Best…” list sharing them (I’ve done this — The Best Places Where Students Can Create Online Learning/Teaching Objects For An “Authentic Audience”).

Posted from Diigo. The rest of my favorite links are here.