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Barbara Lindsey

EDUCAUSE Review | EDUCAUSE - 1 views

www.educause.edu/er

educause openeducation

shared by Barbara Lindsey on 05 Aug 10 - Cached
  • Barbara Lindsey on 05 Aug 10
     
    July/August 2010 feature issue on openness in education
Barbara Lindsey

Blog Day - 0 views

www.blogday.org

community blog international global

shared by Barbara Lindsey on 05 Sep 10 - Cached
  • BlogDay posting instructions: Find 5 new Blogs that you find interesting Notify the 5 bloggers that you are recommending them as part of BlogDay 2010 Write a short description of the Blogs and place a link to the recommended Blogs Post the BlogDay Post (on August 31st) and Add the BlogDay tag using this link: http://technorati.com/tag/BlogDay2010 and a link to the BlogDay web site at http://www.blogday.org
  • Barbara Lindsey on 05 Sep 10
     
    International blog day
Celeste Arrieta

Wordle as a reading comprehension tool? - Middle School Portal - 1 views

www.msteacher2.org/...wordle-as-a-reading

wordle education reading tool comprehension

shared by Celeste Arrieta on 23 Feb 10 - Cached
  • I came across Wordle some time ago, thought it was pretty nifty, and then forgot about it. An article in the August 2009 issue of Learning & Leading with Technology ("Words in a Cloud" by Samantha Morra) made me reflect on the power of this fun tool. In the article, Morra describes using Wordle with her middle school students to visually analyze important documents, such as the Declaration of Independence. I began thinking about science and math class and wondered if the tool might help students identify the main concepts of a passage. However, I don't have access to any middle school textbooks to test this out!
  • If you want to use it as a pre-reading activity, copy and paste your text (or type a few paragraphs) into wordle to create the word cloud. The size of the words indicates the frequency of their use in the text. In essence, major concepts/terms will show up bigger than others. Have students create a prediction about the reading based on what appears in the word cloud.
  • If you want to use it as a post-reading activity, I have had students keep a running list of words that jump out at them while reading a particular passage (or you can give them a more specific purpose for selecting words). Then, they create their own word clouds. It's a nice formative assessment for teachers to see what students are noticing while reading (or NOT noticing...).
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  • I have also asked students to write a beginning of the year letter to me about themselves. We then "wordle" the letter and print the graphic. I hang the graphics on the wall of the classrooms to show a snapshot of the different people in the class.
Barbara Lindsey

2010 Horizon Report » One Year or Less: Open Content - 0 views

wp.nmc.org/...open-content

HorizonReport opencontent

shared by Barbara Lindsey on 28 Jan 10 - Cached
  • The movement toward open content reflects a growing shift in the way academics in many parts of the world are conceptualizing education to a view that is more about the process of learning than the information conveyed in their courses. Information is everywhere; the challenge is to make effective use of it.
  • As customizable educational content is made increasingly available for free over the Internet, students are learning not only the material, but also skills related to finding, evaluating, interpreting, and repurposing the resources they are studying in partnership with their teachers.
  • collective knowledge and the sharing and reuse of learning and scholarly content,
  • ...16 more annotations...
  • the notion of open content is to take advantage of the Internet as a global dissemination platform for collective knowledge and wisdom, and to design learning experiences that maximize the use of it.
  • The role of open content producers has evolved as well, away from the idea of authoritative repositories of content and towards the broader notion of content being both free and ubiquitous.
  • schools like Tufts University (and many others) now consider making their course materials available to the public a social responsibility.
  • Many believe that reward structures that support the sharing of work in progress, ongoing research, highly collaborative projects, and a broad view of what constitutes scholarly publication are key challenges that institutions need to solve.
  • learning to find useful resources within a given discipline, assess the quality of content available, and repurpose them in support of a learning or research objective are in and of themselves valuable skills for any emerging scholar, and many adherents of open content list that aspect among the reasons they support the use of shareable materials.
  • Open content shifts the learning equation in a number of interesting ways; the most important is that its use promotes a set of skills that are critical in maintaining currency in any discipline — the ability to find, evaluate, and put new information to use.
  • Communities of practice and learning communities have formed around open content in a great many disciplines, and provide practitioners and independent learners alike an avenue for continuing education.
  • Art History. Smarthistory, an open educational resource dedicated to the study of art, seeks to replace traditional art history textbooks with an interactive, well-organized website. Search by time period, style, or artist (http://smarthistory.org).
  • American Literature before 1860 http://enh241.wetpaint.com Students in this course, held at Mesa Community College, contribute to the open course material as part of their research. MCC also features a number of lectures on YouTube (see http://www.youtube.com/user/mesacc#p/p).
  • Carnegie Mellon University’s Open Learning Initiative http://oli.web.cmu.edu/openlearning/ The Open Learning Initiative offers instructor-led and self-paced courses; any instructor may teach with the materials, regardless of affiliation. In addition, the courses include student assessment and intelligent tutoring capability.
  • Connexions http://cnx.org Connexions offers small modules of information and encourages users to piece together these chunks to meet their individual needs.
  • eScholarship: University of California http://escholarship.org/about_escholarship.html eScholarship provides peer review and publishing for scholarly articles, books, and papers, using an open content model. The service also includes tools for dissemination and research.
  • MIT OpenCourseWare http://ocw.mit.edu The Massachusetts Institute of Technology publishes lectures and materials from most of its undergraduate and graduate courses online, where they are freely available for self-study.
  • Open.Michigan’s dScribe Project https://open.umich.edu/projects/oer.php The University of Michigan’s Open.Michigan initiative houses several open content projects. One, dScribe, is a student-centered approach to creating open content. Students work with faculty to select and vet resources, easing the staffing and cost burden of content creation while involving the students in developing materials for themselves and their peers.
  • Center for Social Media Publishes New Code of Best Practices in OCW http://criticalcommons.org/blog/content/center-for-social-media-publishes-new-code-of-best-practices-in-ocw (Critical Commons, 25 October 2009.) The advocacy group Critical Commons seeks to promote the use of media in open educational resources. Their Code of Best Practices in Fair Use for OpenCourseWare is a guide for content developers who want to include fair-use material in their offerings.
  • Flat World Knowledge: A Disruptive Business Model http://industry.bnet.com/media/10003790/flat-world-knowledge-a-disruptive-business-model/ (David Weir, BNET, 20 August 2009.) Flat World Knowledge is enjoying rapid growth, from 1,000 students in the spring of 2009 to 40,000 in the fall semester using their materials. The company’s business model pays a higher royalty percentage to textbook authors and charges students a great deal less than traditional publishers.
Barbara Lindsey

Talk:Richard Feynman - Wikipedia, the free encyclopedia - 0 views

en.wikipedia.org/...Talk:Richard_Feynman

wikipedia discussion editors learning2.0 finding filtering

shared by Barbara Lindsey on 12 Jan 11 - No Cached
  • It's just one thing he did, 33 years ago. I was there. But it doesn't need to be in the lead. Dicklyon 22:48, 19 July 2007 (UTC)
  • The main article states pronunciation as fɑɪnmən, but the IPA page does not list ɑɪ as a vowel combination. I believe it should be faɪnmən instead. —The preceding unsigned comment was added by Chris Purves (talk • contribs) 15:32:46, August 19, 2007 (UTC).
  • Richard Feynman is a former featured article. Please see the links under Article milestones below for its original nomination page (for older articles, check the nomination archive) and why it was removed.
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