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Which clippings match 'Aggregation' keyword pg.1 of 2
30 JUNE 2012

Pedagogical affordances of syndication, aggregation, and mash-up of content on the Web

"As Internet and online learning become more and more incorporated into our courses, syllabi, and teaching materials, it becomes increasingly important that the impact the Web is having on changing perceptions of literacy carries over to the way we practice teaching and learning. Here we will focus on which collaborative online tools can most appropriately be applied in online and blended courses to foster reading and writing. Specifically, we will discuss some of the freely available social networking platforms and tools, their common features, and how these can help language learners find, aggregate and harvest learning objects while connecting to other people on the Web at large. We will also introduce two web publishing projects, Dekita.org and Writingmatrix, and explain how they function to facilitate this process and encourage connections."

(Barbara Dieu and Vance Stevens, 2007)

Fig.1 Michael Wesch, "The Machine is Us/ing Us (Final Version)" [http://www.youtube.com/watch?v=NLlGopyXT_g]

2). Barbara Dieu and Vance Stevens (June 2007). TESL–EJ: "Pedagogical Affordances of Syndication, Aggregation, and Mash–up of Content on the Web". TESL–EJ, Volume 11, Number 1. Available online:http://tesl–ej.org/ej41/int.html.

TAGS

2007academic journal • aggregate and harvest • aggregation • blended courses • blended learning • changing perceptions • collaborative online tools • common features • connecting to other peoplecontent on the webcourses • Dekita.org • encourage connections • English as a second language • freely available • impact of the Web • Internetlanguage learnerslearning objectsliteracymash-upMichael Weschonline learning • pedagogical affordances • reading and writing • social networking platforms • social networking tools • syllabi • syllabussyndicationteaching and learningteaching materialsteaching practicewebweb publishing • Writingmatrix

CONTRIBUTOR

Simon Perkins
27 DECEMBER 2010

dis-integrating the LMS: using best-of-breed tools

"Teachers and learners should be encouraged and supported in their efforts to find and use the most appropriate and effective best–of–breed tools outside the LMS. For example, they can post slide presentations on SlideShare, create group collaboration sites on Google, stream and archive lectures on UStream, and build shared resource collections with Delicious. Such tools can be aggregated via course blogs, wikis, or mashup sites like Netvibes.

Some institutions have made significant, pioneering efforts to bridge the gap between the institutional network and the web by integrating Web 2.0 tools with administrative systems. For example, three years ago the University of Mary Washington deployed an instance of WordPress MultiUser (WPMU) as an alternative teaching and learning platform (UMW Blogs). UMW's blog platform blends the LMS and PLN paradigms by integrating their WPMU instance with the university directory, enabling the creation of blogs that automatically enroll students in courses as 'members' of class blogs created by instructors."

(Jonathan Mott, 2010)

Mott, J. (2010). 'Envisioning the Post–LMS Era: The Open Learning Network.' Educause Quarterly 33(1).

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TAGS

administrative systems • aggregationarchive • best-of-breed • blog • blog platform • co-learnercollaborationComputer Supported Collaborative LearningconnectionsCSCLDeliciouse-learning 2.0e-learning applicationEducause QuarterlyexperimentationGoogle Incinformationinnovationinstitutional networkintegrationJonathan Mottlearnerlearninglearning and teachingLMSmash-upNetvibespioneeringPLN • resource collections • shareSlideShare • stream • teachertoolsUMWUMW Blogs • university directory • University of Mary Washington • UStream • Web 2.0wiki • WordPress MultiUser • WPMU

CONTRIBUTOR

Simon Perkins
27 DECEMBER 2010

North Carolina State University: aggregating shared Twitter feeds

"NC State on Twitter takes all of the official NC State University Twitter accounts we know about and shows the most recent 'tweets' in one combined timeline. No more scouring the social media sphere to find out who's in and who's not–it's all right here, pulled straight from Twitter every time you load the page. ...

NC State on Twitter is a collaborative project shared jointly by University Communications and the Office of Information Technology (specifically Web Communications and Outreach Technology respectively). If you would like to create your own site like NC State on Twitter, you can download the source and use it for free."

(North Carolina State University)

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TAGS

affiliationaggregationauthorshipcollaborative projectcollectcommunicationcultural signalsdeviceengagementfeedsICTinnovationintegration • NC State • NC State University • North AmericaNorth Carolina State Universityoutreach technologyparticipationsocial constructionismsocial interactionsocial mediatechnologytimelinetweetsTwitter • university communications • usabilityweb application • web communications

CONTRIBUTOR

Simon Perkins
26 DECEMBER 2010

Envisioning the Post-LMS Era: The Open Learning Network

"Institutions, teachers, and learners are increasingly turning to the open architecture and customizability of the web. In doing so, they are leveraging the tools and resources of the larger PLE to create their own personal learning networks (PLNs) to manage information, create content, and connect with others. Whether termed PLEs or PLNs, these approaches 'represent a shift away from the model in which students consume information through independent channels such as the library, a textbook, or an LMS, moving instead to a model where students draw connections from a growing matrix of resources that they select and organize.' Scott Leslie's impressive collection of PLE diagrams reminds us that PLNs are infinitely configurable to meet individual needs and preferences. They are, after all, 'personal.'

The vision of individually constructed PLNs and their potential to transform learning extends beyond merely aggregating and using a smorgasbord of web–based tools and content. Gardner Campbell advocated the cultivation of 'personal cyberinfrastructures' that teachers and learners can leverage to become the 'system administrators of their own digital lives.' Instead of implementing tools that simply help instructors 'manage learning,' Campbell argued that we should embrace technologies that enable co–learners to frame, curate, share, and direct learning 'engagement streams.' John Seely Brown and Richard Adler argued that learning with Web 2.0 tools is so different that we ought to call it 'learning 2.0.' They asserted that, unlike old passive forms of learning, the new learner–centric paradigm (facilitated and reinforced by new tools) emphasizes participation over presentation, encourages focused conversation over traditional publication, and 'facilitates innovative explorations, experimentations, and purposeful tinkerings that often form the basis of a situated understanding emerging from action, not passivity.' The net result is an 'open participatory learning ecosystem.'"

(Jonathan Mott, 2010)

Mott, J. (2010). 'Envisioning the Post–LMS Era: The Open Learning Network.' Educause Quarterly 33(1).

Fig.1 Vahid Masrour 'synthetic view of what a PLN/E is, and what it enables'.
Fig.2 Scott Leslie 'collection of PLE diagrams'.

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CONTRIBUTOR

Simon Perkins
02 MAY 2009

TubeMogul: online video analytics and distribution

"TubeMogul is the first online video analytics and distribution company serving publishers large and small who need independent information about video performance on the Internet and automated upload to the Web's top video sharing sites."
(TubeMogul.com)

TAGS

aggregationanalyticsdigital mediadistribution • hits • ownershiprankingsocial mediasolutiontechnology • Tubemogul.com • video

CONTRIBUTOR

Rob Mcloughlin
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