Curatr is the award-winning social learning platform from HT2 which enables rapid delivery of innovative, gamified courses that really get people talking.
Before steps are taken to impose limits on the use of social media and mobile technologies in schools, policymakers and educators need to consider the consequences for learning that such restrictions would produce. In this document, we argue that such action should carefully consider the advantages of social media for learning and that these guidelines for responsible use bring media into mentored environments where they can be safely explored and shared.
Many of the problems raised by these new technologies – from bullying to engaging in risky behavior – are not new to the public discourse, but are merely being delivered in different media. The challenge to responsible educators remains the same: to provide stimulating and safe learning environments that support the acquisition of practical skills necessary for full participation as a 21st-century citizen. Achieving this without mentored use of new technologies seems both impractical and counterproductive. One of the most powerful reasons to permit the use of social media and mobile devices in the classroom is to provide an opportunity for students to learn about their use in a supervised environment that emphasizes the development of attitudes and skills that will help keep them safe outside of school.
Xigi ("ziggy") is a discovery platform, a place we are creating as a community we can all learn about the emerging capital market that invests private debt and equity in enterprises that create good for people and the planet. It's an interactive, searchable database for information about people, organizations and investment offerings in social enterprise, microfinance, housing, fair trade, cleantech, nonprofit facilities and many other sectors. Xigi is a nonprofit creative commons: a volunteer-driven resource by and for this emerging community.
X. Jin, C. Cheung, M. Lee, und H. Chen. Computers in Human Behavior, 25 (5):
1172 - 1181(2009)Including the Special Issue: Design Patterns for Augmenting E-Learning Experiences.