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#8595427 Oct 18, 2013 at 04:38 PM
Guild Officers
18 Posts
Discuss your plans for tracking web-based open content resources. Where do you plan on tracking the resources? Why there? If you wish, provide a link to where you'll be compiling resources you find.
Shelley Rodrigo, Ph.D.
Twitter: rrodrigo
"That is how innovation happens; chance favors the connected mind"
--Steven Johnson
#8663571 Nov 03, 2013 at 02:25 PM
Guild Officers
14 Posts

I use Evernote. I also have Google but I really love the features in Evernote and how it works so nice on my smartphone and tablet. I tend to explore new Apps and web tools frequently but I have stuck with Evernote for a long time. I use the free account although the paid upgrade is tempting. I love, love, love, being able to forward emails to my Evernote account with the email address that comes with your free account. It's not an email address that you use except for addressing forwarded emails. Then that emailed material gets incorporated into your notebooks in Evernote. I can share an Evernote folder with others if I wish to.
#8664011 Nov 03, 2013 at 04:36 PM
17 Posts
Trill, I too <3 evernote. It has nice web clipper web browser plugins that would make saving OERs easy, you could even annotate and publish lessons from within the app. Makes me think about building lessons in there...
#8822537 Dec 09, 2013 at 08:25 PM
69 Posts
I use Evernote primarily. I like being able to quickly add items to evernote and then I can quickly tag in evernote. I do use Chrome so I can get my history and bookmarks on any device, but I usually end up moving those to Evernote.

Socially, I use Pinterest and Twitter. I use #EDTECH to share resources I have Found. Pinterest Is where I put ideas and fun lessons that don't directly fall into my lesson plans.
"So many worlds, so much to do, so little done, such things to be." - Alfred Lord Tennyson
#9623394 Jun 11, 2014 at 11:16 AM
Guild Officers
74 Posts
I use several methods to keep track of my bookmarks.

If I log into Google Chrome it transfers my bookmarks between computers. When I am unit planning I create a separate doc for each unit and paste my URLs into that with annotations. The doc is then shared with the other teacher in the district that teaches the same grade levels that I do.

I use pinterest for bookmarking ideas involving graphics.
#10079633 Sep 28, 2014 at 09:33 AM
2 Posts
I plan on using Diigo because it seems to offer tools that are valuable to me as a student and teacher. As a student, Diigo allows me to digitally represent/replicate my thought processes as I am performing research, as well as contribute to my annotated working bibliography. I can manage digital scholarly sources more efficiently than physical/paper sources; I can collect and annotate digital sources, arrange them in my booklist the way that I will address and use them in an essay, and revise the organization as the research process evolves. Instead of switching between multiple Word documents or flipping through the text version of an article that I read on paper for a note that lead me to a subsequent source, all of this information is archived and available.

Using this program teaches both students and instructors how to actively engage with digital material, but also makes the research process more visible and reflective, as the curation process involves tagging content, organizing sources, and maintaining a constant awareness of how each source can function. The curator has control over how booklisted material is read and understood, making meaning and relationships between and among sources; students writing a researched essay may find it easier to approach sources and ideas as materials to be handled, used to inform their own argument and not the other way around. This program addresses some of the issues concerning students’ management of their learning processes that Mary Silva brings up in her study of students’ development of information literacy and research practices. While students in her study were only required to use screencapture software to perform research, perhaps subsequent studies could also incorporate a program like Diigo to provide a working bibliography of students’ sources and resources throughout the research process. Students would share their individual booklists with the instructor at various stages of the research process so that she could study the sources and resources they include (or even consult), as well as the ones that are removed, keeping note of when and why (if students are required to reflect on their booklist changes within the program or in a short reflection elsewhere) they were removed from the list.

As a teacher, I can annotate content for myself, but also leave notes for students or teachers that I’m sharing with; annotations, along with sharing my links, create a space for conversation. Social bookmarking helps create an environment in which the text is not necessarily sacred or singular; I can mark up the text, write on top of it, modeling active reading and annotation practices for students. I can alter my pedagogies depending on the nature and function of the readings and assignments at hand; I can guide students’ reading processes and prompt critical thinking by positioning several annotations on the page/text, or have students create floating discussion boards in a series of pages, scaffolding each reading and having them forge intellectual and digital connections between and among concepts. Visual and spatial relationships between ideas and concepts are created, likely enhancing students’ understanding by their ability to see and interact with them, or even visual representations that we create collaboratively or individualy.

Diigo may provide an ideal environment for what the New London Group refers to as Designing and Redesigning. Students can work with Available Designs (existing websites, webtexts, images, etc.) to individually and collaboratively Design meaning, which will simultaneously articulate their presence and identities while also providing material for subsequent or simultaneous Available Designs.
#10094989 Oct 01, 2014 at 07:09 PM
9 Posts
SO, I'm new to the idea of tracking resources digitally. I really enjoyed the video about I had to use Diigo for a class and I really liked it. I only had a week to play with it, but I definitely see the usefulness. My bookmarks on my computer are incredibly overwhelming since there are many. For an assignment this term, I had to find a site that I used for a course that I took YEARS ago, so sifting through my bookmarks was time-intensive and impractical. I think that I'm going to experiment with Diigo further this term and see how it works when research project time rolls around! The video showed the benefit of the "social" part of social bookmarking, and I'm pondering how this will be useful in the future.
#10179419 Oct 21, 2014 at 11:43 AM
7 Posts
I dump links into a google document, but I am considering using delicious, Diigo, or scalar for smaller projects I have throughout the semester. I am trying a new way of researching in which I info dump all into one document- brainstorming, research notes, quotes from articles, links to articles, and potential search terms. I tend to be very bad at organizing resources on paper so having them all in one document so far has helped tremendously.
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