Social Bookmarking Reflection

This lesson on social bookmarking is very interesting and helpful. I really like the idea of having a portable book mark list. I need to use it more and get organized with all the bookmark lists I have already on my numerous workstation’s browsers (work, school, personal, etc.). The highlighting and sticky notes are great tools for studying. I do a lot of my research online and it gets really tedious printing so many pages. To avoid this, I can use the sticky notes and highlighting tools to sort through my research instead of doing it all in hard copy. This saves a ton of paper, and it’s a lot less paperwork for me to carry around so that I can work on my research at any point as long as I have internet access.

I don’t see a use for this for my organization. I mostly see this as a tool to get organized in my personal, work, and school lives. For my job I have to access many different websites for information on students. Sometimes it’s difficult to remember the paths for the search engines on these sites (i.e. PeopleSoft). So that’s where the sticky notes can help. I can also use the sticky notes to remember the passwords. All I would have to do it log into one account and have access to all my passwords for my numerous accounts at work (i.e. ImageNow, PeopleSoft, Map-works, etc.). The only way I can see my organization using this is for a training tool for new advisors. But that isn’t something I am equipped to create because I am still in training myself. In conclusion, I would use social bookmarking for reach purposes for school, organization at home and work, and password retention.

Educational Tools

• Facilitating Online Learning: Effective Strategies for Moderators

  • 
    • This website is good to use when you need to find a way to facilitate online discussion.
  • Clearly written and well organized, the purpose of Facilitating  Online Learning: Effective Strategies for Moderators is to enlighten  moderators to best practices for creating rich dialogue as well as fostering  learning between participants enrolled in online courses. 
  • he Virtual High School® Cooperative (http://www.govhs.org/website.nsf)  and the International Netcourse Teacher Enhancement Coalition (http://intec.concord.org/),  the text is rich with examples of effective online discussion forums  designed to maximize learning goals within an e-learning format.

• Top 10 Education TEDTalks - SimpleK12

  tags: education TED TEDTalks edtech edchat

• Online Proofreading Software Services | Ginger Proof Reader

  tags: proofreading grammar writing tools download

  • 
    • This is a great site I found on the hot Diigo site. I will be using this for my papers.

• Pronunciator - Learn to Speak 60 Languages - 100% Free

  tags: languages vocabulary foreignlanguage audio language

  • 
    • This is a great site for students to practice their language courses or for your on personal use in learning a new language.

• Twenty Everyday Ways to Model Technology Use for Students | Edutopia

  tags: technology edtech edutopia technology_integration 21stcentury

  • 
    • This is a great site to use as educators for learning how how to incorporate technology in your classroom without actually having a computer for every student to use.
  • #3. Set up your technology in front of your students while talking them through the process. Eventually, create a "tech crew" made up of first period students that set up your technology during announcements in the morning. Maybe they come in a few minutes early. However you want to work it, ask the students to be involved.
  • #6. Skype with another teacher on campus in front of the classes.
  • #10. Present your lesson using a Powerpoint or a Prezi. Better yet, initially create it with input from the class so they can see how you assemble it. Now you're discussing content and methodology.
  • #11. Show an excerpt from a TED.com video to introduce a concept.
  • use a digital frame on your desk with scrolling pictures from your own collection.
  • #18. Download Evernote to all of your devices so that as anything occurs to you (questions, eureka moments, resources discussed, etc.) you can whip out your smart phone, laptop, iPad, whatever, and model using the Cloud for ongoing note taking.
  • #20. Model flexibility. Remember, whenever you use technology, things go wrong. Have a Plan B or at least model "water off a duck."

• 10 Reasons to Trash Word for Google Docs | The Thinking Stick

  tags: googledocs google blog word googleapps

  • 1. No more corrupt files
  • 2. No more corrupt USB Keys
  • file you can't open or giving someone a file they can't open. With Google Docs simply share the link to your file on the Internet. If they have a web browser and an internet connect they can view the document.
  • 4. Work Collaboratively
  • 5. Share and Share a Like
  • 6. Export to PDF or Word no problem
  • 7. Make it Public
  • 8. Work from any computer with Internet access
  • 9. Work on the Go
  • 10. Because it's the future

• Texting in the Classroom: Not Just a Distraction | Edutopia

  tags: texting classroom cellphones edutopia learning

  • 83 percent of American adults now own cell phones and almost three-quarters  (73 percent) send and receive text messages.
  • . Cellphone owners between the ages of 18 and 24 exchange an average of 109.5  messages a day -- that's more than 3200 messages per month. T
  • cellphones, particularly smart  phones, are powerful mobile computing devices.
  • f the cellphones have Internet access,  students can use them to look up information online. Cellphones double as calculators and as  cameras. And unlike iPads, e-readers, tablets, smart phones, laptops or desktop PCs, these  devices are ubiquitous. Moreover, as the statistics indicate, text-messaging seems to be the  preferred method of communication of teens.
  • Remind101:
  • Poll Everywhere:
  • Celly:
  • StudyBoost:

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

3_2 Reflection

In September 20^th’s class, I learned how to create a Google site. Google site is one feature of Google I have never known existed. I have used Gmail for over a year now, and I have never explored beyond the email and calendar features of my Gmail account. I live and die by my Google calendar and I have it synced to my smart phone so that I can carry my calendar wherever I go and put in my appointments. I like that my email and calendar can all be in one place, and now my Google site can be as well. I really like having this project for class as well as the course syllabus easily and electronically accessible with the same login information as my Gmail account. It simplifies my already complicated life.

            Not only did I learn how to create a Google site in class on Tuesday, but I also learned the different functions of a Google site. Functions of a Google site can include an interactive tool for course work and ePortfolios for employers to look at to consider an applicant’s employability. I considered using my Google site for this purpose. But in the field of higher education for academic staff, they prefer that you send a hard copy of your application materials, and that they only be 3-5 pages long with a cover letter, resume, and sometimes a philosophy. I also already have a LinkedIn account that is like my electronic portfolio/application for employers to view. So I think a Google site will best serve me with a more innovative purpose.

            My innovative idea for my Google site is to create an “Advising Toolbox” which will house everything any student will need for academic advising purposes. It will include videos showing students how to find certain resources on campus with interviews of staff in these offices talking about the benefits of using their resources. It will also have advising planning sheets, a section for helping undecided students, materials for career advising and more. I imagine that students will really be using this site when they can’t find the time to make an appointment with their Academic Advisor and need assistance right away. I also developed an evaluation portion for my Google site.

            One final thing I learned in class was embedding Google docs and Google survey forms into my Google site. Using these two features on my “Advising Toolbox” I have created a Q&A section for students in case they need to ask questions the site might not provide the answers for, and a survey that evaluates the effectiveness of the information on the site. Both of these pages on my Google site will help me continue to improve the site once I start directing users to it. This way I can provide information on the “Advising Toolbox” that the users feel they could use the most.

            With last week’s course activities, I have developed an idea for a new innovative tool that is better than an ePortfolio as far as giving myself an edge for employability. Generally when you interview for an Academic Advisor position in a university, you have to present an idea or information relative to that position. I think this Google site would be a good topic for a presentation for a job interview. Overall, lesson 3_2 was really useful for my purposes and career.

Assessing 9/13 Class

This class was helpful, but slightly confusing. It seemed pretty hectic. I think to remedy this, if we had a numbered list on the projection screen, showing us step by step what we need to be doing, less people will be confused.

What do you want to know?

I am originally from Milwaukee, and I graduated from Alverno College May 2010 with my Bachelor of Arts in English and Sociology. Last fall I move to New London to begin the Educational Leadership Master's Program at UWO, and also to move in with my partner and her family as we looked for our first home, which we purchased this March. In addition to be first time homeowners, we are proud mothers of 2 cats, 2 kittens (newly adopted), and 1 dog.

I am halfway through the Ed Leadership program at UWO. I aspire to be involved in Student Affairs on the collegiate level. After I have achieved that goal, I would like to further my education and get my doctorate degree. Most likely in English, which means I have to do another master's program, but I'm ambitious. I eventually want to be an English professor at a university, and a doctorate degree is going to get me there.

In my undergraduate at Alverno College, I initially was a pre-law student. There, I was heavily involved with student organizations and gained in depth leadership experiences. I was the Vice President and Treasurer of Circle K International, Senior Advisor and Films Event Committee Chair of the Alverno GSA, Freshman Peer Advisor through Academic Advising, Voter Registrar for College Democrats, and I was involved in theatre, mostly acting in student productions. Through these experiences, I decided I wanted to pursue a career in higher education.

The work I have done so far on this campus is very rewarding, which strengthens my determination to achieve my short term and long term goals. I am very interested in the LGBTQ student population, multicultural student population, as well as first generation student population.