diigo – your outboard brain

Diigo: Your Outboard Brain

www.diigo.com

“It is not a metaphorical stretch to argue that

computers, networks, and our methods of accessing information online have become“outboard” brains—at least the part of the

brain that catalogs and stores information.”

Nov. 2008 – Institute For The Future

*References listed on the last slide.

Outboard Brain?

http

”The fragmentation of information has resulted in an emphasis on individuals creating personal frameworks of coherence...”

Fragmentation

Self-directed discovery

Handbook of Emerging Technologies for Learning Siemens, Tittenberger. 2009

“Knowing what to pay attention to is a cognitive skill. Knowing where to direct your attention involves a third element, together with your own attentional discipline and use of online power tools - other people.”

- Howard Rheingold

Read more: http://www.sfgate.com/cgi-bin/blogs/rheingold/category?cat=2538

Keynote yesterday:

New Universe has the user at the center:

BELONGCREATE

UNDERSTAND

Explosion of innovation, experimentation, disruptionTraditional assignments might not work. Need to emphasize process…

Sandbox and scaffold space • create their own “libraries” (personal learning networks)• train information to find them (Groups) • use their contacts, friends, connections to expand their spheres of knowledge• use Diigo community to judge credibility of information• share and collaborate to solve problems (crowd sourcing)• reflect on and track their own learning• interact with tools that expand their mental capacities• learn to share as much they consume (feed forward)

5.0

What is Diigo?

PLN? Connection machine?

Bookmarking tool on steroids

Social bookmarking Forum for discussing

content Distributed knowledge

base Social network Image capture library Personal library

Cell phone photo library

Cache for pages found behind passwords

A tag cloud for your brain

Backup for your memory

Annotation tool Personal notes

repository

Diigo Basics

Register

Install App/Toolbar

Browsers

iPad / iPhone

Optional: push to Delicious

Android Phone

Free, Basic or Premium

My Library

My Lists

My Groups

My Network

Hot Bookmarks

• Images•Bookmarks•Notes

•Custom Lists of Content

• Join a Group•Create a Group

•People I Follow•People Who Follow Me

•Popular bookmarks by all Diigo users

Diigo Structure

= social networking

My Library

Images

• Web images• Screenshots• Android Phone

Photos• Collect flash video

Bookmarks• Web pages• PDFs

Notes• Text you type or

copy /paste

Future plans: docs, audio, bibliography

Saved image

Saved note

Screen clips

Screen clips

The Diigo Toolbar

sidebar

Opens your library

Search your library & Google

One-click bookmark

Full-featured bookmark

Highlight text

•Collect flash•Set one-click settings•Remove bookmark

.a

Process Bookmarks/Images/Screen Captures

Process Annotate Organize

Mark “Read Later”,

“Private”

Cache page

Add SummaryHighlight (multiple colors)

Sticky notes/Discussions

Tag

Edit screen clips with text and drawings

Share

Search

Create Lists

My Network• Friends I follow• Friends who follow me

My Groups

• Join a group• Create your own group

Diigo Community• Hot Bookmarks• Serendipitous sticky

notes

Share: Social Networking

Share Everywhere

Within Groups you can have Forums: Topics

.

Processing, Reviewing, Sharing

REVIEW My Library

BlogRoll(insert code

elsewhere on the web)

Or RSS of all your links

Quick Access Filter

(add to folder on toolbar)

Tag Cloud/search

by tags

Generate Report

Full-text search of

cached pages

Review Lists & Highlights

Export Lists to Webslide

show

Publish to Diigo

EasyBlog or your blog

Send select bookmarks

through email

Educator’s Account

Applywww.diigo.com/education

Wait for approval

Teacher Console

xx

Have students practice

Set Up Group

Diigo: Teacher Console

1. Use Diigo to invite students to join the group; follow up with emails as necessary

2. Refer students to online videos on social bookmarking, to make sure that students understand what social bookmarking involves.

3. Seed the group with some example texts, including comments and annotations, so that students understand your expectations.

4. Ask students to practice, to find out what issues they might have.

5. Give feedback on early attempts, to reassure students they are on the right tracks.

Students of the same class are automatically set up as a Diigo group and given all the functionality of a group.

Student privacy settings are pre-set so that only teachers and classmates can communicate with them.

Ads limited to education-related sponsors and private groups not available to search engines.

Important Details

Classmates in the same class are automatically added as friends with one another to facilitate communication, but students cannot add anyone else as friends except through email.

Students can only communicate with their friends and teachers.  No one except their friends can send message, group invite, or write on their profile wall.

Student profiles will not be indexed for People Search, nor made available to public search engines.

Privacy

Affordances can be described as the possibilities they offer to people that might use them.

Diigo: Affordances

Diigo opportunities for students:

•Contained space to allow students to practice being at the center of their information universe.

•A sandbox for self-directed learning.

•Practice collaborating with a team.

•Practice group discovery.

•Crowd source authority.

•Tame web fragmentation.

Stephen Downes & George Siemens

Develop proficiency with the tools of technology  Build relationships with others to pose and solve

problems collaboratively and cross-culturally  Design and share information for global

communities to meet a variety of purposes  Manage, analyze and synthesize multiple streams of

simultaneous information  Create, critique, analyze, and evaluate multi-media

texts  Attend to the ethical responsibilities required by

these complex environments

Will Richardson- Using PLE’s Successfully https://docs.google.com/present/view?id=ah8n38hnwpnq_781fmhhkm64

Speak Up: Project Tomorrow

http://www.learncentral.org/event/106358

Julie Evans, CEOSee Elluminate recording below from 10/4/10

Design curriculum to optimize the value of building a network, building connections

Learn by creating and connecting Practice pattern recognition & meaning making Learn to filter Discover and uncover collective intelligence Networks are the language of our times but our

institutions are not yet built to understand them

Diigo: a program for the new era of education

Diigo Educator

Pricing

www.diigo.com/help/

Pang, Alex. Knowledge Tools of the Future. Institute for the Future, 2008. Accessed 10/12/10: http://www.iftf.org/node/2404

Siemens, G., & Tittenberger, P. (2009). Handbook of emerging technologies for learning. Winnipeg, MB: University of Manitoba.

Davidson, C. N., & Goldberg, D. T. (2010). The future of thinking: Learning institutions in a digital age. Cambridge, Mass: MIT Press.

Siemens, G. (2004). Connectivism: A Learning Theory for the Digital Age. Accessed 10/19/10: http://www.elearnspace.org/Articles/connectivism.htm

References

Bonus Content

In sidebar: you can see who else bookmarked any site

1. THE RISE OF INFORMAL LEARNING

2. THE RISE OF SELF-DIRECTED LEARNING

3. KNOWLEDGE DISTRIBUTED ACROSS INDIVIDUALS AND OBJECTS

The Big Picture

Individual Discovery/Annotation/Organization• Helps tame information overload• Organizes and annotates web information• Personal Learning Network & network discovery

Collaborative Work• Collaborative knowledge making• Connectivity and interactivity• Practice with interactive reading & writing

Authority/Credibility• Aids in determining authority & credibility

Serendipity• Public Diigo sticky note conversations• Our tools amplify our intelligence

Connectivism (new learning theory)• Diigo helps learner document their network

discovery and record “connections” both people and resources

Next phase of technology in education• Moving from: integrating technology into

the curriculum • Moving to: integrating curriculum with

technology

“…curriculum integration represents the transformation of education through the establishment of an alternative form of curriculum that has resulted from the integrated nature of the connected environment.”

--Gartner, Inc.

Gartner, Inc.

• IntegratingTechnology

• in to the Curriculum

• Curriculum• Integrated• By • Technology

“Brings together fragmented resources to address multidisciplinary studies.”

We need, first, to take charge of our own learning, and next, help others take charge of their own learning. We need to move beyond the idea that an education is something that is provided for us, and toward the idea that an education is something that we create for ourselves. It is time, in other words, that we change out attitude toward learning and the educational system in general.

That is not to advocate throwing learners off the bus to fend for themselves. It is hard to be self-reliant, to take charge of one's own learning, and people shouldn't have to do it alone. It is instead to articulate a way we as a society approach education and learning, beginning with an attitude, though the development of supports and a system, through to the techniques and technologies that support that.

- Stephen Downes, October 18, 2010

http://www.huffingtonpost.com/stephen-downes/a-world-to-change_b_762738.html

http://www.usdla.org/html/journal/FEB02_Issue/article01.html

http://www.usdla.org/html/journal/FEB02_Issue/article01.html

PROPOSAL – Duke University – Comments Welcome

MASTERS in Knowledge and Networks“We believe that knowledge in the Information Age is not a one-way transmission from expert to learner but is constantly interactive and never stops. We believe that knowledge in the classroom must extend beyond those walls and must bring the knowledge in communities back into the academy as well. We believe that deep knowledge of historical processes, in-depth understanding of context and culture, and sustained critical thinking need to be combined with real-world project management, collaboration, and sophisticated technology and social media skills in order to prepare students for the challenges of a changing world and a twenty-first century workplace.”

http://hastacblogs.org/duke/makn/ma-in-knowledge-and-networks/DRAFT posted on CommentPress

Media theorist and practitioner Howard Rheingold has talked about four “Twenty-first Century Literacies”

— attention— participation— collaboration— network awareness

http://www2.ed.gov/about/offices/list/os/technology/netp.pdf