In this final posting on personal learning networks I would like to proceed in another direction. I am currently in the final stages of writing a paper to graduate.My paper is about the effects of networked learning and personal learning networks in education.My blog postings have concentrated on personal learning networks and information was retrieved from internet sources and pioneers on these concepts.The direction of this posting is based off a book that I just read.The book is called The Magic of Thinking Bigby Dr. David Schwartz.
The reason I would like to use this book in relation to my discussion on personal learning networks is because of the some of the points (along with examples) Dr. Schwartz makes in the book.As we discussed personal learning networks allows a person a means to connect to subject matter experts to learn more on a given topic.Essentially, relates to the saying “It is not what you know but who you know”.One of the examples presented by Dr. Schwartz is located under the section knowledge is power- when you see it constructively (Schwartz, 1987, p.37).In this section Dr. Schwartz provides many examples.Albert Einstein used in one of these examples.Einstein was once asked the question how many feet are in a yard.Einstein’s reply was “I don’t know”.Einstein then posed a question back that stated “Why should I fill my brain with facts I can find in two minutes in any standard reference book?” (Schwartz, 1987, p.37)In another example Henry Ford (founder of the ford motor company) was asked a series of simple questions by the Chicago Tribune.These questions ranged from who was Benedict Arnold to when the Revolutionary War was fought?Henry Ford replied “I don’t know the answers to those questions but I can find a man in five minutes who does.” (Schwartz, 1987, p.37)In a last example two characters in the book was sitting down and watching a game show.There was a man on the game show that was very good at answering the questions on all subjects, a man who was storage of facts (think of a game show like Jeopardy).Towards the end of the game show one of the characters turns to the other and asked him “How much do you think I’d pay that guy to work for me.” After some discussion the character who asked the question says “not a cent of 300 hundred dollars.”Because that character believes that would be the cost of a good set of encyclopedias.This character believes that the man on the game show can only memorize facts and can’t think beyond that. (Schwartz, 1987, p.38).
Now what does this information have to do with personal learning networks.The point Dr. Schwartz is making with these examples is that it is more important to know how to think and not to spend too much mental capabilities on warehousing facts.Take a look at these examples mentioned above.In two cases we have Ford and Einstein who have achieved great success in their fields. These stories give insights into the type of thinkers/scholars that they were; these many were not man who know everything or were fact based.They were man of ideas and know how to think.Essentially, these men did not know everything but know who to go to for information.Ford said it best I don’t know the answers to those questions but I can find a man in five minutes who does.”
Being storage of facts is all well and fine but does that make you intelligent?Knowing how and where to retrieve information to benefit you is more important than being able to store information.Through my discussion on these topics I hope that I was able to demonstrate the importance of networked learning and personal learning networks in education.
“Am I using my mental ability to make history, or am I using it merely to record history made by others?” (Schwartz, 1987, p.38).
Schwartz, D. (1987). The magic of thinking big. New York: Fireside.
At this point in my posting on the Personal Learning Networks we have taken a look at various aspects of the concept.We have taken a look at personal learning networks in terms of education, the learner, and ways to evaluate sources of information.This posting will be dedicated to the impact of personal learning networks in schooling.This post will describe how schools, teachers, and classrooms are developing and implementing personal learning networks to support students learning.
Schools, teachers, and classrooms have been using personal learning networks for a long time, whether they knew it or not.Researching current events in the news or publishing work on the internet are forms of using the personal learning networks. (Davis, 2009) (Fisch, 2008).In the past teachers would consult subject matter experts, research from printed materials, face-to-face conversations, and attending workshops or staff developments. (Roland, 2009) (Anderson, 2008).Because of technological advancements teachers are able to connect to each other through the use of the internet.To successfully use a personal learning network in the classroom the teacher must first get comfortable with using it themselves. Sue Waters (2007) offers 4 ideas you must consider when beginning the early stages of develop a personal learning network:
What tools you use!
Who you connect with!
How you want to learn!
When you want to learn!
As a teacher begins to develop a personal learning network Sue Waters (2007) gives several points of advice to help a teacher become comfortable and at the same time be a contributor to the personal learning network spectrum:
Start slowly and find mentor(s) to help you.
Use the same username across tools
Share as much as you take
Ask as much as you answer
Try new TOOLS before you decide they're not worth the time
Comment on other people's blogs
Lifelong learning is the key!
The idea is to of these steps presented by Sue Waters is for teachers to become familiar with a personal learning network and how to use it to support learning.Successfully using a personal learning network in the classroom and becoming familiar with the how to use it the teacher can direct students on how they would like the student to use it in.For example, when Vicki Davis (2009) uses a personal learning network in her classroom “its content changes based on the student's current course work. When [Davis] assign[s] them a term paper, the students comb the Web to sign up for information that will feed into their personalized Web page to construct a PLN for that topic. When they get a new project, they assemble another page.”
Motivation is a factor that seems to influence educator’s uses of a personal learning network in the classroom.Authors mentioned taking ownership of learning, pursuing individual goals and being highly motivating. (Epcke & Meech, 2008) (McCollum, 2009).Epcke and Meech (2008) state "Personal Learning Networks are systems that help learners take control of and manage their own learning. This includes providing support for learners to:
set their own learning goals
manage their learning; managing both content and process
communicate with others in the process of learning
and thereby achieve learning goals"
Providing this motivational factor when using personal learning network teachers set students up to be proficient lifelong learners (McCollum, 2009).
After teachers have gone through the process of figuring out what a personal learning network is and how to use it, and the motivational factors to using it, teachers must consider what can students get from using a personal learning network besides that fact that it is a 21st century learning strategy.Will Richardson (2008) provides these factors for using a personal learning network.In addition Richardson looks at this list not only in and educational sense but other factors as well including professionally, and a citizenship standpoint.
Networked–They’ll need an “outboard brain.”
More collaborative–They are going to need to work closely with people to co-create information.
More globally aware–Those collaborators may be anywhere in the world.
Less dependent on paper–Right now, we are still paper training our kids.
More active–In just about every sense of the word. Physically. Socially. Politically.
Fluent in creating and consuming hypertext–Basic reading and writing skills will not suffice.
More connected–To their communities, to their environments, to the world.
Editors of information–Something we should have been teaching them all along but is even more important now.
Each point presented by Richardson has a correlation between personal learning networks and the student, which will be demonstrated by going through each point.
Networked – They’ll need an “outboard brain,” is quite simply a student’s ability to store sources of knowledge, however, not within their own brain.Clive Thompson (2007) discusses how the storage of facts and information in his head are blurred between being connected to the grid and the uses of various search engines to retrieve answers.Being connected helps in the storage of information for retrieval to the learner.
More collaborative is perhaps one of the biggest adjustments to meet the needs of learners today.Collaborative learning provides peer to peer teaching and learning and to help evaluate information on importance or relevance.
More globally aware allows for learners to collaborate and learn not only from the students in their class but also around to world.Making learning authentic provides another element to learning that enriches the student’s experiences.
Less dependent on paper means that both teachers and students have to understand that research is not only done in books and assignments are not only completed on paper.There is an array of tools available to both teachers and students that allows for extensive research without opening a book and the ability to turn in assignments where the teacher does not have to physically go to each student and collect a sheet of paper.
More active and more connected are two points that the reviewer will cover together.These are both important because students should be domestically and globally active and aware of what is going on in the world around them.The hope is molding better and smarter citizens.
Fluent in creating and consuming hypertext is the ability of reading and understanding the wealth of information available electronically but being able to add to this information with thoughtful and innovative ideas.
The last point of editors of information is the ability to evaluate information and being able to check the validity of it as well.Not all information is good information and not all good information is the information needed to support and point.Students have to find a medium in there when searching information.
These 8 items presented above are essential when considering what a student can receive when using a personal learning network.It does not allow for learning to stop once you leave the classroom but to become lifelong learners in and out of the classroom.Teachers must remember that most learning is informal. (Cross, 2009).Most learning is informal means that most learning happens outside the controlled environment of a classroom.Once implementing the use of a personal learning network into the classroom teacher should not expect student not to use it outside of the classroom.On the contrary teachers should welcome the use of students using their personal learning network outside the classroom.
Anderson, C. (2008). Building your own personal learning network on vimeo. Retrieved July 24, 2009, from http://vimeo.com/2299158
Epcke, J., & Meech, S. (2008, November 16). Personal learning networks: The power of the human network. Retrieved July 16, 2009, from creatingapln.wikispaces.com/
So far we have looked at PLN’s from the standpoint of education and the learner.However, there are various other ways of taking a look at it.This posting will be directed for those of you who feel as if you cannot keep up with technology or for that matter information.One of the reasons I feel that people are reluctant to use technology, and this is coming from my own personal experiences, is because they feel that it will be difficult to keep up with it.Well I am here to tell you that you are right.You are right about the fact that it will be difficult to keep up with technology.Different technology is being developed every day, some are successful and those are the ones that grow in popularity while others are not.This is my comparison about technology, technology is like knowledge.That is like technology there is an abundance of knowledge out there and quite frankly it is hard to keep up with that.So if you have an interest to learn or a topic you like to know more about then go and learn about it to develop your knowledge base.Do you expect to learn everything, I hope not, but to be knowledgeable in certain topics is a good foundation to begin with.
The author of this article refers four things that should be done to organize content.They are:
Read: Read/watch/listen to the entirety of the content that you are presented with.
Evaluate: Consider what the content means to you, and whether or not it is a source of information that intuitively seems appropriate/acceptable for a task at hand.
Critique: Moving beyond evaluate, seriously reflect on the material and then form your own opinion of it.
Write Share your critique with others, so they can engage with you and the original content to develop a cohesive knowledge-product. (Guhlin, 2008).
The reason that information is vital is because, as the author put it, “if you fail to connect to the network of learners, you miss out on the global conversation about what you are passionate about”. (Guhlin, 2008).He then goes on to discuss how the smart people are already using this method to further increase their knowledge base but those who are beginners are getting the hang of it.This is important because it ties in to what I was discussing above about you don’t have to know everything but should start somewhere and begin building your foundation or your own knowledge.
The author also provides a series of tools that will help you build your own knowledge base or PLN.Some of these tools may seem familiar because I have touched upon them in earlier postings.But you should see that many of the PLN articles that I have discussed mention many of the same tools (and some new ones) however there are tons of tools (and free I might add) for your disposal.
Now I don’t want to take the fun out of what you want to learn.This posting is about PLN is my series of discussion but if you would like to take a look at these tools I have linked over to them or you can view the article I read in which the author provides a nice discussion on each item.
Also take a look at this website for additional personal learning network tools and a video that discusses PLN.
For those of you new to the Personal Learning Network world I would like to let you know that you have already begun.If you are reading this posting you apparently have an interest of some type of knowledge.You have begun your foundation.Continue to build on it.
On a personal note:I have read through many articles, websites, and viewed some videos, but as of now this is probably one of my more favorite articles because how information this article was.I look forward to reading more articles presented by this author.
Bourgeois, M., Glaude, C., & Morrow, K. (2009). creating a personal learning network with web 2.0 tools. Retrieved July 16, 2009, from sites.google.com/site/buildingapln/
Guhlin, M. (2008). Share more! wiki » work/build your own personal learning network. Retrieved May 4, 2009, from http://www.edsupport.cc/mguhlin/share/index.php?n=Work.Pln
My fifth posting on Personal Learning Networks I would like to take a look at this idea of connections. I did this with the use of a few resources. During the research process I was lead to a website by Stephen Downes. This website was discussing the learner and the diverse learning networks. I felt that this website fit in well with what was discussed so far. Downes (2006) stated, “When we look through the internet, we are creating networks… perception - as an extension of ourselves... - our networks are extensions of ourselves - facets of our identity… when we look at the computer we see ourselves through our contacts, our liaisons, our interactions.” Considering the discussions of networked learning this description by Downes is a great analysis of the components discussed above. As mentioned before, networked learning is dynamic to the learner and the learning process. Downes description considers the learners (or all of us) and how they view their learning whether in K-12 or adult. Furthermore, Siemens (2006) elaborates on learning of adults in the article. Essentially, it describes the acceptance of personal learning networks and how user can establish a reliable personal learning network to fit their needs and support their development. Learning in Synch with Life: New Models, New Processes. Another presentation that I’ll discuss is by Alain Breuleux called Networked Learning communities in Teacher Education. Breuleux discusses this idea of building a knowledge society. From this the author discusses 6 points of interest:
•Meeting the educational needs of a wider range of individual and groups •Building systems and helping institutions which can provide life-long learning •Engaging educators as leaders in the use of learning-society tools •Develop pedagogy and pedagogical design principles for knowledge building •Produce guidelines for investment learning •Design and validate telelearning approaches
These approaches are discussed in further detail in an article with the same name as above. Breuleux, Laferriere, and Bracewell (1998) discussed an idea that I am very well am in support of. Breuleux et al (1998) stated that the article was developed “in response to the growing needs for learning and the changing worlds of education…” Education is always being developed for the betterment of our students but however still focused on methods of old. Personal Learning Networks is just another method of changing the nature of our educational system. Pushing for student-centered learning instead of teacher-centered instruction (sage on the stage), allows for instructional strategies to be developed for the learner. In instructional design it says do not use wasted time on developing the project at the expense of the learner. That is, do not take away the learning of the learner to develop a project. Personal Learning Networks to me is another way to improve student learning and also incorporate technology into the classroom. In closing I would like to quote a professor of mine (Dr. Leigh Zeitz), whenever he presents to teacher he closes with this, “Live with courage, teach with vision.” Thought it would be a proper way to end this posting.
Breuleux, A., Laferrière, T., & Bracewell, R.J. (1998). Networked learning communities in teacher education. In S. McNeil, J.D. Price, S. Boger-Mehall, B. Robin, & J. Willis (Eds.), Proceedings of SITE ’98, the 9th international conference of the Society for Information Technology and Teacher Education. ACCE. Charlottesville, VA. Retrieved March 15, 2002, from: http://www.coe.uh.edu/insite/elec_pub/HTML1998/ts_breu.htm
Breuleux, A. (1998). Networked Learning Communities in Education. Retrieved April 25, 2009, from telelearning.mcgill.ca/ituoslo/NetLearn/NetworkedLearningCommunitie.pdf
Downes, S. (n.d.). Learning Networks and the Personal Learning Environment. Retrieved May 1, 2009, from http://www.slideshare.net/Downes/learning-networks-and-the-personal-learning-environment.
Siemens, G., (2006). Learning in Synch with Life: New Models, New Processes. Google 2006 Training Summit. Retrieved on July, 17 2009 from http://www.elearnspace.org/Articles/google_whitepaper.pdf
In this fourth posting about Personal Learning Network (PLN), I’d like to take a look at a few more concepts that have implications to PLN, including networked learning and motivation with a theoretical perspective. I would first like to take a glance at Pintrich, Marx, & Boyle (1993) article called The Conceptual Change. The authors are taken a look at motivation and the learners. Pintrich, Marx, & Boyle (1993) state that there are three considerations to students learning in the classroom.
- Choice of task - Level of engagement or activity in the task - Willingness to persist at the task
Consider some of the characteristics of networked learning and personal learning networks, for example collaboration. (Chen. 2003). Chen implies that because of the various learning strategies that takes place during collaboration the learners takes more ownership of their learning and in the process are much more motivated. Laat and Lally (2004) article also mentions the idea of collaboration in that a member belonging to a group is motivated to fit into the group. The self-worth theory is connected to this concept do to the fact that student often times strive for success to feel a sense of belonging or ownership. (Covington, 2000). Collaboration is just one form of how motivation plays a role in networked learning and personal learning networks. However, there is also a correlation to Siemens (2005) notion of connectivism to personal learning networks and motivation. Not only did Siemens (2005) mention the role of motivation to collaboration but also that it plays a vital role in education. Student motivation is important when you consider the use of a personal learning network or anything education related. If student does not show some type of motivation their learning as teachers we stand the chance of losing them.
“Networks are constantly forming. As a dynamic process, networks can aggregate into larger structures (a network of networks). Networks can also be deconstructed into smaller structures. For example, everyone has some type of personal learning network. When an individual works for an organization, they bring their network with them, combining as part of the larger network of the corporation. In the course of our daily lives, we move among numerous networks. We are constantly acting upon and being acted upon.” (Siemens, 2005).
George Siemens describes a network as “links between nodes” (2005, p.1). It doesn’t matter if the node is a learner or teacher or tool, a well designed network will provide a natural flow of information. The node is a way of providing organization to information. My hope was to create some discussion as to how PLN, networked learning and motivation do have a correlation between the three. Does it mean it is right, No, however, my interpretation of the research.
Chen, T. (2003). Recommendations for creating and maintaining effective networked learning communities: A review of literature. International Journal of Instructional Media, 30(1), 35-44.
Covington, M. (2000). Goal theory, motivation, and school achievement: An integrative review. Annual Review of Psychology, 51, 171-200.
Laat, M., & Lally, V. (2004). It's not so easy: researching the complexity of emergent participant roles and awareness in asynchronous networked learning discussions. Journal of Computer Assisted Learning, 20(3), 165-171.
Pintrich, P., Marx, R., & Boyle, R. (1993). Beyond cold conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, 63(2), 167-199.
Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1). Siemens, G. (2005). elearnspace. Connectivism: Learning as Network-Creation. Retrieved April 17, 2008, from http://www.elearnspace.org/Articles/networks.htm
Siemens, G. (2005). Learning development cycle: Bridging learning design and modern knowledge needs. Retrieved June 7, 2009, from http://66.102.1.104/scholar?q=cache:sc9vg_FvgsAJ:scholar.google.com/+%22Personal+learning+network
In this third posting about Personal Learning Network (PLN), I’d like to expound on the topic by discussing how PLN’s can benefit the learner in the context of individualized learning. First I like to discuss the notion of individualized learning. In most cases the understanding or knowing of the learner’s personality, intelligence, prior knowledge, past experiences and cognitive styles on learning performance, can categorize individualized learning. Furthermore, this topic is more commonly referred to as distance learning in the K-12 learning environment or quite simply virtual schools. I will focus or refer to this as individualized learning to focus in on a context behind distance learning rather than the wider spectrum that encompasses this topic. Differences between virtual schools and public/private schools are best stated by Randall, and Vanourek (2006):
“One of the key differences relates to time and learning. In a traditional classroom, time is fixed and learning is variable (that is, classes are held for a set period of time, and when the bell rings the amount of learning that has occurred varies, sometimes dramatically, by student). In a virtual classroom, learning is fixed and time is variable (that is, the lesson continues until each student achieves mastery. “
As far as to how individualized learning contains implications to PLN can easily be based by the characteristics offered by Randall and Vanourek. The mere fact that time is variable in this environment allows the learners to consult subject matter experts for consultation. That is, individualized learning prepares the opportunity for the learner to network through the use of their PLN to scaffold or supplement their learning. This is just one example of how PLN can be used in virtual schools. Considering that learners may have differing reasons for attending a virtual school, creating a PLN is just one use of how they can be successful in this type of learning environment.
Randall, G., & Vanourek, G. (2006, March 22). The virtual revolution: understanding online schools. Education Next, 35-41.
In this installment of the Personal Learning Network (PLN), I take a look at a blog done on the topic that includes a Youtube video hosted by Will Richardson. The blog is called The Innovative Educator.
Will Richardson provides knowledgeable information about PLN. He discusses the importance of PLN to the field of education and how it could support those teachers. The most intriguing element to those new to the concept of PLN should consider that our students have been practicing the use of PLN for some time. The drawback is they have no one to scaffold their use of the PLN or the proper uses of it to support their own learning in and out of the classroom. That is, he discusses how those students should properly use their PLN, (ethical use – important term to those in the field of instructional technology) and well as elements of cyber bullying and netiquette. Richardson does offer a solution to this situation by the use of the technique called modeling. Essentially, we do not have to hold our students hands to walk them through proper uses of their PLN but be a model in their development. Therefore, as Richardson says, we (parents, teachers, role-models) create our own PLN to model for our students. When I think about modeling I look no further then my colleagues. They model not only for me and my peers but the students that they teach. They will often incorporate in their lesson new or emerging technologies educational uses for them. For example, one professor will demonstrate the uses of twitter and even show some desktop clients to make it easier for the user. Last, he would demonstrate by asking a question from those in his PLN to gain insight into a topic he wanted to know more about. His hope is to demonstrate the easy access of the program and educational uses as well.
Another nice element to the blog is that it featured a website that could be used for PLN. The website is called Qwestler. Qwestler is shares similarities to other of the social networking websites that you may know about. Take a look at the tour and the info page to gain more information.
After the video the article provides 5 tips to help you create and begin your own PLN. Check out the blog to go through the steps of beginning your PLN. Use this link The Innovative Educator.
Today will be my first posting in my blog in a while. I have a readings course at the University of Northern Iowa. For this course I had the opportunity to select a topic and find as much media on it as possible to learn more about it. Therefore, this posting and several other postings in this series will be related to the topic of Personal Learning Networks (PLN). The goal of my postings is to discuss PLN and its relation to the PK-12 environments.
The article I read for this posting is Grow Your Personal Learning Network by David Warlick.
Since this is my first posting about PLN it does not make much since to talk about it without first what a PLN is. Warlick (2009) says that PLN is not anything new. In fact the only thing that is new with it is the name that is coined to it. The key to it all is how can one use what is around them to help in the support their learning or knowledge. Originally, as Warlick states, “learning comes from, friends, families, colleagues, reference books, textbooks, television, radio, professional and personal periodicals, and many web-based applications like Twitter, Skype, and Second Life.” (Warlick, 2009, p.13). The reason as to why PLN stands out because no longer is the learner hindered in their learning because of the unavailability of resources, the resources are all around them.
Warlick also describes 3 types of PLN. (2009) • Personally maintained synchronous connections • Personally and socially maintained semisynchronous connections • Dynamically maintained asynchronous connections
Personally maintained synchronous connections encompass the majority of the digital immigrant population (typically those born before 1980. They tend to use the PLN that they are comfortable using like colleagues and friends. Other uses of PLN for this type would incorporate technology including Skype and Second Life.
Personally and socially maintained semisynchronous connections begin to encompass digital native population. Learners in this type are those ones that can multitask while learning. Also includes the use of social networking sites, a viable opportunity to consult subject matter experts on questions that you may have. I see my professors doing this a lot of time using Twitter. If they have a question about something related to technology or education they have a group of friends that they direct their questions to.
Dynamically maintained asynchronous connections is a bit different from the first two discussed. Instead of being connected to people you are instead connected to sources. (Warlick, 2009) Warlick (2009) explained it best with the use of a RSS aggregator or social bookmarking websites. These allow you to subscribe to certain websites for information they you deem important or want to be updated on.
In the end of the article Warlick discusses the component that the PLN is centered around. The component is actually you, the learner. He refers to the fact that as the learner is using someone in their PLN someone is actually using you as well in their PLN.
My take is PLN is a vital term used in this dynamic world of learning, technology, and resources. Not only does it take in to account the world around your but your responsibility as a learner because someone probably references you in his or her PLN as well.
Warlick, D. (2009). Grow your personal learning network. Learning & Leading with Technology, 36(6), 12-17.
I fell that I am a little over due to add a rant to my blog. So I think it is time to add a new one. I recently learned that a good friend of mine husband was recently fired from his job. You may ask what is different about that? People get fired everyday. Well before you decide to stop reading this posting let me provide you with a background about the person that got fired and how the company decided to handle the firing.
Background
To keep names confidential I will just call my good friend’s husband named Jim. The company Jim worked for was a newspaper company that provides the news for several of the cities and towns in and around my location. This newspaper company is by no means a New York Times, or a Atlanta Journal Constitution. But they tend to do a good job, and besides I do not live in a huge metropolitan area that the NYT or AJC have behind them. Now Jim has been associated with this organization for not 10, 15, or 20 years. He has been working for this organization for 35 years. 35 straight years. I have to say it one more time 35 YEARS. Than why did he get fired? Well he must have done something terribly wrong. Maybe he had a sexual harassment case brought up against. Or maybe he was embezzling money from the job. Or, I got it, after 35 years he was sick and tired of getting up everyday and going to work, and was often times showing up late or not coming at all. Well rest assured it was none of the above. Jim simply got fired because he just so happened to fall into the group that got fired this time. Over the years this newspaper company would gather a bunch of the workers together and fire them. The company may include a reason why or it may no. Jim has made it through this entire time without getting fired. Maybe I need to do some more investigating because I just do not understand. How it happened
Jim’s superior one day last week called a meeting. Jim and 49 others were to be present at this meeting. Then the news was broke to them. But the most disturbing part was how it the news was giving to them and the subsequent events. Jim was fired with 49 others without given a reason. After 35 years of loyal, dependable, hard work to this company he gets fired for no rhyme or reason. Next the company brought in local law enforcement to keep the peace. Each of the 49 people was supervised by the police as they gathered their belongings and was walked off the premises. Jim had some of the perks provided to him from the company which included a cell phone that had to be turned in as well.
Now
I don’t really understand the firing and how the company decided to handle it. Quite frankly it may not be any of my business. But I wonder if it is a result of now. Or current state of the economy may be the reason for it. I just read the other day that the National Basketball Association had to lay off 20 (not sure if that is correct number because 40 keeps popping in my head) people because of economic concerns. I don’t know…But as one human being to another, Jim deserved a reason. Even if Jim did not care to here it after 35 years it deserved that much than to be escorted of the premises by the police.
Overall my experience with the RSS Control Station went well. It is valuable to further my knowledge of all the resources that are available to me through Google. As I stated in my prior posting, it is nice for Google Reader to do the work for me. Thus far, I have subscribed to 11 different blogs and Google Readers goes to each one of these blogs every time to sign in to check and see if the author(s) of the blog posted something new. I can read each on of the blogs from my reader and even can link directly to the blog if I want to get more information. There were several different things I could do with my subscriptions in Google Reader. One of these advantages has to deal with organization. I was able to create folders on my Google Reader to help maintain some type of order with the blogs and associate blogs for educational purposes and others for leisure. Using Google Reader for educational uses would not be difficult at all. In higher education Google Reader could be used for keeping up with campus news, sports, changes to policy, and any other uses a college or university sees fit. In K-12 Google Reader could be used by each one of your students in a classroom. Especially, useful in Reading classes when the teacher would like to include literature circles. On days when the student has reading to do at home or outside the classroom the student can post his notes on or reflections to their blog. The teacher to subscribe to the blog to see how the student is doing on their readings and also students could subscribe to each others blogs.
iGoogle is a great tool I could use on a personal level. I enjoyed the many features associated with the website. The different gadgets found throughout the website is particularly useful. I find myself going over seas at least once a year and the currency converter is a great tool to use just for that. The podcast player is another great tool because I can use the RSS functions in my podcast player to subscribe to different podcast. iGoogle also provides a direct link to my gmail and twitter accounts through the use of the gadgets that they have. Overall I just love to use this site. A one stop shop as I called it before. The RSS Control Station assignment I particularly enjoyed because of the iGoogle page. They have gadgets for just about everything that you could think of.
In my first posting on the RSS Control Station (the original) I discussed iGoogle and Google Reader. Also in the posting I made mention about a posting in edublogs about social networking. It is amazing all the different opportunities technology allows a user to have. In the aspect of social networking a user is able to share, store, and sort diverse forms of media and information through websites, photos, videos, or people. Steve Hargadon had a really great posting called Moving Toward Web 2.0 in K-12 Education. This posting is really significant because of all this discussion on shifting our educational practices. One change that is frequently discussed is the modification from teacher-centered instruction to student-centered learning. This can be done in various ways including authenticity, engagement, or collaboration. This article makes references to these strategies as well. Just another reason why I enjoy the components associated with Google Reader. Google Reader will go to the blogs and let me know about the new postings. Saving me time and energy. Oh…and this is all apart of Social Networking as well.
For a class that I am taking this semester I have to develop a page using the HTML code. This writing is not new to me but I do not have a through background into it either. This iGoogle page I was to create is a great resource. I did a search on HTML in iGoogle and found many different gadgets and resources that I could use to help me write HTML or gain a further understanding into it.
Earlier in the semester I actually signed up for a twitter account. I have known about twitter for well over a year but I am just now starting to adjust to using it. It almost seems that it has evolved because I also finally got into blogging. Well I received the link to download Twitteroo for the PC but the download would not work for me. Well it just so happens that I would able to place a gadget in my iGoogle homepage that provides a direct connection to Twitter. Makes life so much easier.
Gmail is also the email provider that I most widely use. Many of my colleagues, friends, and family members use it as well. iGoogle also has a widget where I can place the gmail chat option on my homepage and allows me to stay in constant contact with everyone.
In my Emerging Instructional Technology class at the University of Northern, I was tasked to set up an RSS System through the use of Google Reader and iGoogle.Google Reader is an aggregator that I had set up before but needed to subscribe to a few more blogs which include Weblogg-ed by Will Richardson, stevehargadon.com by Steve Hargadon, and Edublogs by Ewan McIntosh.
I must admit I am really satisfied that I did subscribe to a few of these blogs.I could have always gone online and gained information about open office but to just get the facts from someone, as in the case of Steve Hargadon, I could easily do more research from the background that I received in the blog. Another example presented by Ewan McIntosh had a really great posting called Danah Boyd on Handheld Social Networking.This article was particularly interesting to me because I am currently doing some research on Social Networking and it was nice to get another perspective on the topic.
But back the reason for this posting.Besides Google Reader I also had the opportunity to use iGoogle.I particularly like this site because of the ability to include widgets or gadgets but also add web feeds.On top of that I am a Gmail user and just to come here, a one stop shop if you will, iGoogle homepage provides a direct link to my Gmail account.On this site I added different tabs to help provide some organization to my web feeds and gadgets.Some of these gadgets I included are a currency converter (I seem to make it overseas at least once a year, podcast player with a library of subscriptions to podcast, and RSS feeds to some websites and blogs.
Pretty interesting stuff I had the opportunity to get familiar with.
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