Digital Literacy for St. Cloud State University
Once again, the real winner here is Facebook, Pinterest may be able to challenge it soon though, as it is now driving just over a third of the traffic Facebook is.
You know that you can export a Google Doc into a MS Word format.
Did you know that you can open a MS Word doc in Google Doc? Here is how:
http://practicaledtech.com/2014/04/21/practical-ed-tech-tip-of-the-week-templates-in-google-drive/
cheatsheet to Myer Briggs
It’s a bit like the Socratic method flipped on its head.
Rule 1: Ask As Many Questions as You Can (Gives License to Ask). There are a number of potential stumbling blocks related to this rule, including:
Rule 2: Do Not Stop to Discuss, Judge, or Answer Any Question (Creates Safe Space and Protection).
Rule 3: Write Down Every Question Exactly as It Is Stated (Levels the Playing Field So All Questions and Voices Are Respected.)
Rule 4: Change Any Statement into a Question (Insists on the Discipline of Phrasing, Asking, and Thinking in Questions, Not Statement). Potential challenges that may arise with rule 4 include:
http://www.edudemic.com/gamify-your-classroom/
http://www.minecraftexperience.net/G4C2014+Panel
Extended Description:
Last year at G4C Nick Fortugno threw some controversy into the conversation about Minecraft by suggesting Minecraft was not a game but a toy. The proposed panel extends that conversation by asking what is the Minecraft experience, can it be defined or categorised and what as game designers and exponents can we take from understanding its zeitgeist and the impact it has had on the serious gaming landscape?
In 2012/23 at both GLS and G4C many presenters made jokes about including the obligatory Minecraft slide and for very good reasons. Minecraft is arguably a game of immense impact. It has been embraced as part of learning programs focussing on seemingly disparate areas from digital citizenship, history, coding and the maker movement. It is probably the first game brought into the classroom by teachers to leverage the out of school groundswell of existing player excitement. It’s impact is multi generational and perhaps more global than any game before it. The fan base and user community/ies are strong and well supported and exemplar of the potential Jim Gee describes for Big G game. This panel proposes to leverage that Big G space in the lead up to Games for Change 2014 and to honor the voices of its players.
Minecraft has been variously described as a game, toy sandpit, learning space, creative environment, virtual world, and game-infused service. But what really are the affordances of this blocky 16 bit program and how can we even begin to define its value to learning? Enter the Minecraft Experience, a global crowdsourced program managed by Bron Stuckey of The Massively Minecraft Project. People engaging in Minecraft activities about the globe are being invited to describe Minecraft in all its contexts and adaptations. The categories for these experiences will emerge from the crowd sourced content as members contribute thoughts, media, resources and questions to build the __Minecraft Experience__ evidence base.
This panel of notable speakers has been drawn together to answer provocative questions about Minecraft’s success and define its relationship to and impact on learning. The panelists have been chosen to represent play in many contexts formal education, informal learning, self-organised learning, schools and non-school contexts. They include game designers, educators, researchers, learners and parents who have each had a personal and professional experience of this and many other games.
Panelists take a position on the Minecraft experience and use the resources provided by members of the project to inform, support and evidence their case.
How are players, educators and researchers invited to contribute?
Who could benefit from joining this project and attending the G4C 2014 panel session?
http://www.stevehargadon.com/2014/04/learning-revolution-conference-schedule.html
http://www.connectsafely.org/teacher-teaching-minecraft-looks-like/
a WordPress theme coupled with the BadgeOS plugin, a free program that enables credit issuing in the form of digital badges. The badges themselves were developed with Credly, a free online service that allows users to create, customize, store and issue achievement-based digital badges. In total, the only cost of the program development has been the domain hosting fee.
Please consider our other Twitter-related blog entries:
https://blog.stcloudstate.edu/ims/2014/03/29/11-things-you-didnt-know-you-were-doing-wrong-on-twitter/
Is the @ symbol hurting Twitter? The social networks tries to do without
http://blogs.salesforce.com/company/2014/04/twitter-lists-social-selling-resource-gp.html
As a social salesman, you should understand the overwhelming majority of Twitter users are narcissistic at the end of the day and are looking for people to acknowledge their written feelings. Best of all, there’s an unwritten rule with public Twitter engagements that essentially require the recipient of a tweet to respond. Unlike LinkedIn and email, a non-response is almost sacrilegious on Twitter.
https://www.brainfuse.com/home/peers.asp
http://www.magazine.utoronto.ca/life-on-campus/donny-ouyang-online-peer-tutoring/
https://peers.aristotlecircle.com/page/1-to-1-in-home-tutoring
http://study-guide-services-review.toptenreviews.com/what-is-peer-to-peer-tutoring.html
Peer reviewed (please consider LRS online dbase to retrieve):
Westera, W., De Bakker, G., & Wagemans, L. (2009). Self-arrangement of fleeting student pairs: a Web 2.0 approach for peer tutoring. Interactive Learning Environments, 17(4), 341-349. doi:10.1080/10494820903195249
http://ascilite.org.au/ajet/ajet26/mcloughlin.html
http://www.sciencedirect.com/science/article/pii/S036013150600090X
http://www.sciencedirect.com/science/article/pii/S0740818807000448
http://www.sciencedirect.com/science/article/pii/S8755461507000734
http://www.tandfonline.com/doi/abs/10.1080/02602930410001689144#.U1J_MvldWSo
Interesting conference proceedings:
Gaofeng, R., & Yeyu, L. (2007). An Online Peer Assisted Learning Community Model and its Application in ZJNU.Online Submission,
A model to consider, if you have a higher ed instution in the vicinity and replace freshman students with K12 ones. I like how the authors further classified the tutors into 3 categories:
De Smet, M., Van Keer, H., & Valcke, M. (2008). Blending asynchronous discussion groups and peer tutoring in higher education: An exploratory study of online peer tutoring behaviour. Computers & Education, 50207-223. doi:10.1016/j.compedu.2006.05.001
This is the foundation, which the startup companies from Sillicon Valley are using to make money:
Hsiao, Y. P., Brouns, F., Kester, L., & Sloep, P. (2013). Cognitive load and knowledge sharing in Learning Networks. Interactive Learning Environments, 21(1), 89-100. doi:10.1080/10494820.2010.548068
this is old, but you can take the concepts and apply them right toward your research of using CAI
Dewey, D. P., & Cannon, A. E. (2006). Supporting technology instruction through peer tutoring, discussion boards and electronic journals. IALLT Journal Of Language Learning Technologies, 38(2), 17.
this one goes towad
Mengping, T. (2014). Mathematics Synchronous Peer Tutoring System for Students with Learning Disabilities.Journal Of Educational Technology & Society, 17(1), 115-127.
Tsuei, M. (2012). Using Synchronous Peer Tutoring System to Promote Elementary Students’ Learning in Mathematics. Computers & Education, 58(4), 1171-1182.
http://www.pcpro.co.uk/news/386134/free-skype-group-video-calls-for-a-year
Even with the release of a GROUP video call now for free (versus only between two parties), Google Hangout still might be the way to go:
In addition to Google Hangout, please have more alternatives for video and desktopsharing (mostly free):
http://www.freetech4teachers.com/2012/11/9-ways-students-can-host-peer-tutoring.html#.U1J6ZPldWSo