Category Archives: Instructional Technology

“Digging Diigo: Bookmarking, Annotating, Sharing, and Networking”

This Friday (October 25) Metro and the eLearning Consortium of Colorado are sponsoring the Symposium for Teaching and Learning with Technology at the Auraria Campus in downtown Denver.

Below is the proposal I submitted to present at the symposium.  It was accepted, and I’ll be presenting at 1:00 p.m. on using Diigo in teaching.

Title:

Digging Diigo:  Bookmarking, Annotating, Sharing, and Networking

Abstract:

Attendees will learn how they and their students can use Diigo, a web-based social bookmarking service, to bookmark, annotate, and share web pages.  They will also learn how to install and use the Diigolet and Diigo toolbar.  In addition, we will review Diigo’s list, group, and network features.

Description:

“Diigo is a multi-tool for knowledge management.”  With Diigo, a web-based social bookmarking service, you can bookmark, annotate, and share web pages and then access your bookmarks and annotations from any device with internet access, unlike Favorites in Internet Explorer or Bookmarks in Firefox, which will only save links to the web that can be accessed only on the computer where they are saved.

For years, I’ve required students in research/writing classes like ENG 1020 to use Diigo or a similar application (Delicious) to bookmark web pages they find or use as they do their research.

With Diigo, you can highlight passages and post sticky notes on pages you bookmark with one of Diigo’s tools, including some mobile apps.  The annotations then appear in your library on Diigo as well as on the web page.

You can organize your bookmarks with tags and lists.

In addition, Diigo allows you to create groups, which could be used for students to communicate and share bookmarks.  You can also follow and be followed by people with similar interests.

In this session, you will learn to use all of these features and tools, and we will discuss how they can be used in various disciplines and courses.

You will benefit most from the session if you bring a laptop or other device so you can explore the features and tools yourself as we discuss them.

Blog Posts, Articles, and Reports To Read: August 2013

Blog Posts, Articles, and Reports To Read: February 2013

Video: “Intro To Advanced Podcasting”

Video:  “Intro To Advanced Podcasting

Video: “Flipping the Classroom – Simply Speaking”

Video:  “Flipping the Classroom – Simply Speaking

Blog Posts, Articles, and Reports To Read: April 2012

Video

Video: “The Elf Knight & The Faerie Queene”

Video:  “The Elf Knight & The Faerie Queene

Part of this video was filmed at Lagswell Manor on Renaissance Island in Second Life.  I believe it was the dance scenes.

How to Design and Teach a Hybrid Course by Jay Caulfield

When I found Jay Caulfield’s book How to Design and Teach a Hybrid Course:  Achieving Student-Centered Learning Through Blended Classroom, Online, and Experiential Activities (Sterling, VA:  Stylus Publishing, 2011) on WorldCat, I was excited because I thought I have found a manual that would help me convert face-to-face and online courses to a hybrid format.

If that’s what you’re looking for, don’t bother buying or borrowing this book, which focuses more on theory and generalities.

The Online Learning Idea Book, Vol. 2 edited by Patti Shank

Patti Shank of Learning Peaks has included some good ideas in The Online Learning Idea Book, Vol. 2:  Prove Ways to Enhance Technology-Based and Blended Learning (San Francisco:  Pfeiffer-Wiley, 2011).  I particularly liked these:

  • “Survival Skills,” which includes some good “Tips for Online Learners” submitted by Susan Barber of Stephen F. Austin State University (pp. 48-51)
  • “Reading Guide,” which provides an example of a reading guide for online courses submitted by Saul Carliner of Concordia University (pp. 82-86)–a good idea especially if you discover as I have that online students don’t always buy the textbook
  • “Learning Log,” which explains how Kate Cobb of Blended Learning Zone suggests having online students complete “an online learning log at the end of each module” (pp. 91-94), a good reflection exercise
  • “Project Grading Checklist,” which was submitted by Kathleen Chatfield of Clark College and resembles peer review checklists and rubrics that I have used (pp. 95-100)
  • “Comments, Please,” which shows how Nancy Linger of Moraine Park Technical College uses free tools at Collab and VoiceThread “to facilitate peer feedback on learner documents” (pp. 140-142)
  • “Who Are You” Alternative Online Meet-and-Greet Tactics,” which discusses how Joanna Dunlap and Patrick Lowenthal have their students use various web 2.0 applications like Tinysong, VoiceThread, Xtranormal, Flickr, Wordle, and Animoto to get to know each other (pp. 149-52)
  • “Online Classroom Clickers,” which explains how to use polling tools “to easily and effectively poll their learners on a variety of topics and then instantly display the results,” was also submitted by Lowenthal and Dunlap (pp. 171-74)
  • “Word Me,” which shows how Karen Hyder of Kaleidoscope Training and Consulting uses word searches (pp. 199-201)
  • “Word Clouds,” which shows how Terry Morris of Harper College uses web-based applications to create word clouds (pp. 305-08)

Video: “Poet’s Corner and Globe Theatre”

Video:  “Poet’s Corner and Globe Theatre

This video, which is a tour of the Poet’s Corner and the Globe Theatre on Renaissance Island in Second Life, was created using Screencast-O-Matic.