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Contents contributed and discussions participated by Barbara Lindsey

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Barbara Lindsey

Digitally Speaking / Blogging - 7 views

digitallyspeaking.pbworks.com/Blogging

Ferriter blogging students

shared by Barbara Lindsey on 18 Oct 09 - Snapshot
  • Barbara Lindsey
    Barbara Lindsey on 18 Oct 09
     
    Another excellent wiki from Bill Ferriter to help teachers think through classroom blogging
Barbara Lindsey

Twitter Lists; Limitations, bugs, impact, and brilliance - scobleizer's posterous - 4 views

scobleizer.posterous.com/imitations-bugs-impact-and-bri

twitter feature lists

shared by Barbara Lindsey on 18 Oct 09 - Snapshot
  • Barbara Lindsey
    Barbara Lindsey on 18 Oct 09
     
    Post from Robert Scoble about very intriguing beta Twitter feature and what the rest of us mere mortals can expect once it is released to the general twiiterverse.
Barbara Lindsey

Three Practical Ideas for Using Twitter in E-Learning » The Rapid eLearning Blog - 5 views

www.articulate.com/...or-using-twitter-in-e-learning

twitter learning examples

shared by Barbara Lindsey on 16 Oct 09 - Snapshot
  • Barbara Lindsey
    Barbara Lindsey on 16 Oct 09
     
    Thanks to a retweet from @tonnet Has some excellent suggestions for classroom (learning) application.
Barbara Lindsey

Paly Voice - Home - 5 views

voice.paly.net

student-created writing authentic authenticlearning

shared by Barbara Lindsey on 14 Oct 09 - Snapshot
  • Barbara Lindsey
    Barbara Lindsey on 14 Oct 09
     
    Palo Alto High School Online Journalism Site. Excellent example of authentic student work.
Barbara Lindsey

Philosophy | Intrepid Teacher - 4 views

intrepidteacher.edublogs.org/philosophy

educator blogger Qatar international

shared by Barbara Lindsey on 01 Oct 09 - No snapshot
  • The 21st century classroom must be a place to network, to create, to publish, to share.
  • The new classroom does not integrate technology into an outdated curriculum, but rather infuses technology into the daily performance of classroom life.
  • In this new classroom, the teacher is not the sole expert or the only source of information, but rather the teacher is the lead member of a network—guiding and facilitating as students search for answers to questions they have carefully generated.
  • ...4 more annotations...
  • It is important to note that some students may be quietly sitting in the corner engrossed in an old fashioned text.
  • Daily and total access to computers allows students to realize that technology is not something they “do” when they go to the lab or when the teacher has checked out the laptop cart, but rather technology is something they can use everyday in class to help themselves learn.
  • In this new classroom, students will begin to understand that their computer is not simply a novelty to take notes with, but it is their binder, their planner, their dictionary, their journal, their photo album, their music archive, their address book.
  • tudents will begin to understand that their computer is not simply a novel
  • Barbara Lindsey
    Barbara Lindsey on 01 Oct 09
     
    Outstanding teaching philosophy that gets at the heart of how and why technology should be used in learning.
Barbara Lindsey

Moodle Tutorials ::: Educating Educators - 0 views

www.moodletutorials.org

moodle tutorial

shared by Barbara Lindsey on 15 Jul 09 - Snapshot
  • Barbara Lindsey
    Barbara Lindsey on 15 Jul 09
     
    Thanks to Russell Tar for this find!
Barbara Lindsey

The More Things Change... - 0 views

cogdogblog.com/techtools09

presentation alanLevine cooliris web2.0 change

shared by Barbara Lindsey on 26 May 09 - Snapshot
  • Barbara Lindsey
    Barbara Lindsey on 26 May 09
     
    Alan Levine presentation
Barbara Lindsey

ISB Cert. of Ed Tech and Info Lit Home - ISB Cert. of Ed Tech and Info Lit - 0 views

www.coetail.asia

edtech graduate

shared by Barbara Lindsey on 25 May 09 - Snapshot
  • Barbara Lindsey
    Barbara Lindsey on 25 May 09
     
    Jeff Utecht and Kim Cofino grad credit offerings
Barbara Lindsey

Social Networking - 0 views

community.saugususd.org/...Social+Networking

web 2.0 K-16 students rationale resources

shared by Barbara Lindsey on 25 May 09 - Snapshot
  • Barbara Lindsey
    Barbara Lindsey on 25 May 09
     
    Some great resources and rationales for using web 2.0 environments in K-20 learning environments by Jim Klein, IST director for Saugus Union School District
Barbara Lindsey

Technology in the Middle » Blog Archive » In the Classroom: Global Collaboration - 1 views

pwoessner.com/...classroom-global-collaboration

globallyconnectedproj global collaboration students education2.0

shared by Barbara Lindsey on 07 May 09 - Snapshot
  • After blanketing the world with polite requests for collaboration things began shaping up. My 6th graders were set to work with schools in Turkey, Lebanon, and Morocco. My 7th graders were set to work with schools in Germany, Denmark, Japan, the Philippines, and most importantly Junior High #4 in Poland.
  • Poland offered vivid stories and images of invasion, concentration camps, and families torn apart, and my students were able examine perspectives that were not to be found in our text book.
  • My students were involved in two projects. One was collecting and discussing input from around the world on WWII, and the other was interviewing someone in their own life who had a connection to the war. The combination of the two projects proved powerful. The process connected them with friends and family who told amazing stories of their youth, they were able to social network with other students on the other side of the world, and we managed to slip in a good deal of history when they were not looking.
  • ...1 more annotation...

  • Technology also determined how the project would end. Considering I was using the internet for overseas contact, I decided to look domestically for the conclusion. As a result of just a few minutes effort using emails I found three US museums (see below) who agreed to take our class interview projects for safe keeping in their archives. I was overwhelmed by the interest in our work and was amazed when the US National WWII Museum in New Orleans asked to have us provide links and information for their website.


    In conclusion, some simple email and wiki-site contact with a handful of schools brought the WWII period to life for Midwestern students in the US like nothing else could have.

Barbara Lindsey

Jean Lave, Etienne Wenger and communities of practice - 0 views

www.infed.org/...communities_of_practice.htm

CoP community education wenger collaboration practice learning communities mafla09 actfl09 blended learning

shared by Barbara Lindsey on 03 May 09 - Snapshot
  • Supposing learning is
    social and comes largely from of our experience of participating in daily life?
    It was this thought that formed the basis of a significant rethinking of
    learning theory in the late 1980s and early 1990s by two researchers from
    very different disciplines - Jean Lave and Etienne Wenger. Their model of
    situated learning proposed that learning
    involved a process of engagement in a 'community of practice'. 
  • When looking closely at everyday
    activity, she has argued, it is clear that 'learning is ubiquitous in ongoing
    activity, though often unrecognized as such' (Lave 1993: 5).
  • Communities of practice are formed by people who engage in
    a process of collective learning in a shared domain of human endeavour: a tribe
    learning to survive, a band of artists seeking new forms of expression, a group
    of engineers working on similar problems, a clique of pupils defining their
    identity in the school, a network of surgeons exploring novel techniques, a
    gathering of first-time managers helping each other cope. In a nutshell:
    Communities of practice are groups of people who share a concern or a passion
    for something they do and learn how to do it better as they interact regularly.
    (Wenger circa 2007)
  • ...15 more annotations...
  • Over time, this collective learning results in
    practices that reflect both the pursuit of our enterprises and the attendant
    social relations. These practices are thus the property of a kind of community
    created over time by the sustained pursuit of a shared enterprise. It makes
    sense, therefore to call these kinds of communities communities of practice.
    (Wenger 1998: 45)
  • The characteristics of communities of practice

    According to Etienne Wenger (c 2007), three elements are crucial in
    distinguishing a community of practice from other groups and communities:


    The domain. A community of practice is is something more
    than a club of friends or a network of connections between people. 'It has an
    identity defined by a shared domain of interest. Membership therefore implies a
    commitment to the domain, and therefore a shared competence that distinguishes
    members from other people' (op. cit.).


    The community. 'In pursuing their interest in their
    domain, members engage in joint activities and discussions, help each other, and
    share information. They build relationships that enable them to learn from each
    other' (op. cit.).


    The practice. 'Members of a community of practice are
    practitioners. They develop a shared repertoire of resources: experiences,
    stories, tools, ways of addressing recurring problems—in short a shared
    practice. This takes time and sustained interaction' (op. cit.).

  • The fact that they are
    organizing around some particular area of knowledge and activity gives members a
    sense of joint enterprise and identity. For a community of practice to function
    it needs to generate and appropriate a shared repertoire of ideas, commitments
    and memories. It also needs to develop various resources such as tools,
    documents, routines, vocabulary and symbols that in some way carry the
    accumulated knowledge of the community.
  • The interactions involved, and the ability to undertake larger or more complex
    activities and projects though cooperation, bind people together and help to
    facilitate relationship and trust
  • Rather than looking to learning as the acquisition of certain forms of
    knowledge, Jean Lave and Etienne Wenger have tried to place it in social
    relationships – situations of co-participation.
  • It not so much that learners acquire structures or models to understand the
    world, but they participate in frameworks that that have structure. Learning
    involves participation in a community of practice. And that participation
    'refers not just to local events of engagement in certain activities with
    certain people, but to a more encompassing process of being active participants
    in the practices of social communities and constructing identities
    in relation to these communities' (Wenger 1999: 4).
  • Initially
    people have to join communities and learn at the periphery. The things they are
    involved in, the tasks they do may be less key to the community than others.
  • Learning
    is, thus, not seen as the acquisition of knowledge by individuals so much as a
    process of social participation. The nature of the situation
    impacts significantly on the process.
  • What is more, and in
    contrast with learning as internalization, ‘learning as increasing participation
    in communities of practice concerns the whole person acting in the world’ (Lave
    and Wenger 1991: 49). The focus is on the ways in which learning is ‘an
    evolving, continuously renewed set of relations’ (ibid.: 50). In other words,
    this is a relational view of the person and learning (see the discussion of
    selfhood    ).

  • 'the purpose is not to learn from talk as a substitute for
    legitimate peripheral participation; it is to learn to talk as a key to
    legitimate peripheral participation'. This orientation has the definite
    advantage of drawing attention to the need to understand knowledge and learning
    in context. However, situated learning depends on two claims:


    • It makes no sense to talk of knowledge that is decontextualized, abstract or
      general.
    • New knowledge and learning are properly conceived as being located in
      communities of practice (Tennant 1997: 77).
  • There is a risk, as Jean Lave and Etienne Wenger acknowledge, of romanticizing
    communities of practice.
  • 'In their eagerness to debunk testing, formal
    education and formal accreditation, they do not analyse how their omission [of a
    range of questions and issues] affects power relations, access, public knowledge
    and public accountability' (Tennant 1997:
    79).
  • Perhaps the most helpful of these explorations is that of Barbara Rogoff and her
    colleagues (2001). They examine the work of an innovative school in Salt Lake
    City and how teachers, students and parents were able to work together to
    develop an approach to schooling based around the principle that learning
    'occurs through interested participation with other learners'.

  • Learning is in the relationships between people.
    As McDermott (in Murphy 1999:17) puts it:


    Learning traditionally gets measured as on the assumption that
    it is a possession of individuals that can be found inside their heads… [Here]
    learning is in the relationships between people. Learning is in the conditions
    that bring people together and organize a point of contact that allows for
    particular pieces of information to take on a relevance; without the points of
    contact, without the system of relevancies, there is not learning, and there is
    little memory. Learning does not belong to individual persons, but to the
    various conversations of which they are a part.
  • One of the implications for schools, as Barbara Rogoff and her
    colleagues suggest is that they must prioritize 'instruction that builds on
    children's interests in a collaborative way'. Such schools need also to be
    places where 'learning activities are planned by children as well as adults, and
    where parents and teachers not only foster children's learning but also learn
    from their own involvement with children' (2001: 3). Their example in this area
    have particular force as they are derived from actual school practice.
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