Mindmaps+SU13

Erin's mindmap.

I can attach the pdf, but I expected to be able to display the pdf image directly. Can anyone advise me? Take a screenshot of your mindmap and post it here. PDF's function differently - more like a link to a file. DN



This mindmap shows my upcoming work for my department, NEXT. It shows the key areas I need to address, with each broken down into sub categories. I used numbers to highlight the order of importance, with colored flags to specify who I am to work wih to address each item or set of items. I like this tool very much, although when other people have given me their mindmaps as a tool for organizing a meeting, I have found that -because it is a mapping of what is in the other person's mind- it is not prepared with my needs as the learner in mind. I can see using this as a teaching tool, but I would use it behind the scenes if I was using it as a mindmap - for instance mapping out a unit or a lesson. If I was going to use the tool to show anyone else, I would use its graphic abilities very differently I think. Erin, this is a good example of the graphic organizer use for a mindmap, but it does not represent a PLE.

This mind map attempts to show my learning environment. It was quite difficult to decide what to include on the mind map. I tried to make a mind map for daily use showing some of the ways which I learn from others, books and the internet, not only while actively taking a class but also when learning to prepare a lesson or just for fun. You will see that I have drawn two arrows connecting the unmediated and mediated communication topics with the internet. The information in these two topics take place on the web, but I felt that they were important enough on their own to warrant their own topic heading and not just be placed as a branch of the internet (which I realize is probably the improper use of the word, but it is difficult when I am used to referring to the web as the internet!). __ _Very nice. You built from purpose to application - offering insight into how you work.

Josh Gischner's mindmap: My mindmap shows the various forms of technology that I employ as a 21st century lifelong Jewish student. Out of all the forms of social media that I use; Facebook, Gratz's webstudy, the University of Hartford's Blackboard, Youtube and Tumblr are the clear winners. The child bubbles under the Facebook, Tumblr and Youtube tabs represent the types of pages that I am subscribed to. I was surprised how much they often overlapped. I am subscribed to similar URJ and Israeli pages between all three websites. I also included the three Jewish courses that I have either taken partially or fully online between Gratz and the University of Hartford. I am surprised that I have only taken three of these types of courses during my first two years of college. The one part of this mindmap that I am not surprised at is how complicated it looks, especially the Facebook side of it. My friends and colleagues at school are constantly connected. I wonder what a map like this would look if I included all of the non-Jewish education I get online from my other interests, my other major and minor, and from the various other entertainment online that I use on a daily basis. Clearly this exercise was cause for reflection. I wonder how many other applications will be incorporated into your mindmap as a result of this course.

IY

My mind map illustrates a general PLE within Jewish Education and the 21st century learner. First are the different communication tools that can be used including Oovoo, Skype, and email. Then, interacting with peers via Facebook, Pinterest, and LinkedIn. Along with these peer networks are places to share such as blogs and Twitter. Finally, interacting with colleagues whether it be at work, conferences, or those in similar positions in other organizations. I believe this mind map gives a very broad analysis of how a PLE could work in Jewish Education whether it be for a teacher, principal, headmaster, etc.

Elaine Lampert's Mind Map:

My mind map illustrates the way I structure my Personal Learning Environment within the confines of Internet usage. It shows the way I divide my time on the Internet and the multiple purposes the Internet has in my life. I found it interesting that I use the Internet more for Connection than Formal Education or Exploration. I also realized that my Jewish PLE is structured the same way I would structure my secular PLE, as I Educate, Connect, and Explore Jewish aspects on the Internet in the same manor as I do for secular aspects on the Internet.

RR



My mindmap can be divided into four categories: Personal, Academic, Professional, and Informational Websites. Personal websites include my social networking accounts and e-mail. Academic websites pertain to this class. Informational Websites include websites where I learn about Jewish-related news and topics. My professional websites are the Facebook and website pages for my current job and my previous internship. I find each category to be important and provides me with a different type of knowledge that I find necessary.

AB I chose to divide my map into 5 categories: Personal, Camp, Academic, Teaching/Educational Resources, and Hillel. Personal websites include my personal email account, as well as websites like facebook, twitter and tumblr. Academic websites pertain to this class as well as all my other classes, and include Blackboard, Livetext, the university email system, webstudy, as well as school-related social network pages. I chose to include camp as one of my 5 categories, because I spend 6 weeks of my year living, eating, sleeping and breathing camp. Kutz is VERY into social networking and technology. We are unique in that all participants (with the exception of the teens in the Mitzvah Corps program) are allowed to have their phones with them at camp. They are only supposed to use them up by the cabins unless they are told to bring them down for a specific program. However, as a staff member, I almost always have my phone with me, but I am not always using it. Camp maintains an active twitter and instagram, and staff and participants are constantly posting on all different social networking sites. Foursquare is also a big thing at Kutz, at least among the staff. Over the past 3 summers, we have created locations for almost every room on camp, and a lot of us definitely engage in some healthy competition to see who can become the "mayor" of the most places on camp. A prime example of this is, as I was driving my car onto camp yesterday to pack it up and leave, I was driving slowly and one of my fellow staff members came up to me and said [he had taken the mayorship of a location from me the night before] "So how does it feel not to be the mayor of Merkaz Shalom anymore?". We definitely all have fun with foursquare at camp! Another category on my map is Teaching/Educational Resources. I'm majoring in elementary/special education and as I move into my junior year, we are starting to use more and more education related sites such as prezi and the common core website. The last category on my map is Hillel. I'm on the Hillel student board at Hartford and I am one of the people who manages our twitter and facebook, and I also frequent the Hartford Hillel website as well as the international Hillel website. I decided to divide my mind map into categories according to the ways that I access nearly all of my learning. I think that I am definitely an example of many of Tapscott's norms, and I find that I use google and google applications for almost everything that I do, followed by Facebook, then Spotify, and Webstudy. I feel like I can choose wisely, customize, collaborate and innovate in with some form of integrity and entertainment with Google. I don't feel like there is a clear distinction between my personal and professional life, it was interesting to see my classmates divide their maps this way, I started off with that model but it didn't authentically replicate my experience, I can't extract the two parts from one another, so I decided to divide it by access instead. EA.

EK: I categorized my personal learning environment by the types of names I am known by. Next to each category, I placed the website that I use the most related to this specific title. I rely so heavily on the web for my information. Of course there’s nothing like picking up a good book but there’s also nothing like searching for info to help support learning and then finding it digitally! The many responsibilities I have which call me to learning enable me to utilize 21c Jewish educational options every step of the way. The choices are vast but the decision is a given to approach my learning through Jewish eyes.