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Barbara Lindsey

50 Ways to Use Wikis for a More Collaborative and Interactive Classroom | Smart Teaching - 0 views

  • Make it a class project to collaboratively write a reference book that others can use.
  • sk students to create study guides for a specific part of the unit you’re
  • Get your class to create a glossary of terms they use and learn about in new units, adding definitions and images.
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  • Encourage students to submit words that they had trouble with, along with a dictionary entry
  • Let your students share their collective information so that everyone gets a better understanding of the subject.
  • Make it a class project to create an FAQ for your classroom that will help new students and those that will come in years later.
  • Encourage students to draft rules and policies for the classroom.
  • Using a wiki platform, students don’t have to worry about web design, so they can focus on content instead.
  • Save links, documents, and quotes related to units or your classroom as a whole
  • Work with other teachers to create lesson plans and track students’ success.
Barbara Lindsey

News: The Mobile Campus - Inside Higher Ed - 0 views

  • Powell’s experiment, however, demonstrates the current limitations of Abilene Christian’s mobile learning study. Because the experiment took place on such a small scale, the margins of error were sometimes as high as 13 points, making it impossible to render statistically significant findings.
  • Although the university plans to saturate the 4,000-student campus with iPhones and iPod Touches by the fourth year of the study (giving them out to each incoming class), even then it will be difficult to extract good data, said Perkins, the lead researcher. “We could do this study for 10 years, and then maybe we could talk about statistical significance,” he said. “That’s just simply a function of the sample size.” In order to generate data that would comment widely on the uses and effectiveness of mobile technology on campuses, Perkins added, the study would have to partner with other institutions.
  • Since not all the students could necessarily afford AT&T service plans for their iPhones, and U.S. tax law would not permit the university to subsidize service plans for its students, Abilene Christian offered students the alternative of an iPod Touch — a device that shares many of the iPhone’s functions, but requires a wireless network to support Web-surfing.
Barbara Lindsey

Higher Education Reimagined With Online Courseware - Education Life - NYTimes.com - 0 views

  • M.I.T. officials like to tell about an unsolicited comment they received one day about the online course “Introduction to Solid State Chemistry.” “I learned a LOT from these lectures and the other course material,” the comment said. “Thank you for having it online.” The officials did a double take. It was from Bill Gates. (Really.)
  • But just 9 percent of those who use M.I.T. OpenCourseWare are educators. Forty-two percent are students enrolled at other institutions, while another 43 percent are independent learners like Mr. Gates. Yale, which began putting free courses online just four years ago, is seeing similar proportions: 25 percent are students, a majority of them enrolled at Yale or prospective students; just 6 percent are educators; and 69 percent are independent learners.
  • Professor Shankar is working on his second semester of recorded videos, and says that the experience has improved his teaching.
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  • So Professor Shankar has begun inserting links to specific portions of Professor Lewin’s course, and, “since any mistake would affect larger numbers of students listening online,” he says, he thinks harder about every topic he teaches in the classroom.
  • His intense, animated ruminations — the title of his course is “Death” — have brought fan mail from Mexico, Iraq, Korea and China. Several months ago, he got a response from somebody suffering from a brain injury and who was using the lectures to exercise his mind. “I don’t think anyone knows what this will do to education 15 years from now,” Professor Kagan says. “But even if it does nothing more than that, that’s enough.”
  • The backers of free courseware acknowledge the benefit of self-enrichment. Still, they say they expect open education not only to expand access to information but also to lead to success in higher education, particularly among low-income students and those who are first in their family to go to college.
  • Carnegie Mellon’s Open Learning Initiative is working with teams of faculty members, researchers on learning and software engineers to develop e-courses designed to improve the educational experience.
  • Carnegie Mellon is working with community colleges to build four more courses, with the three-year goal of 25 percent more students passing when the class is bolstered by the online instruction.
  • The intended user is the beginning college student, whom Dr. Smith describes as “someone with limited prior knowledge in a college subject and with little or no experience in successfully directing his or her own learning.”
  • . “We now have the technology that enables us to go back to what we all know is the best educational experience: personalized, interactive engagement,” Dr. Smith says.
  • That won’t happen, and in the terms-of-use section of Open Yale Courses, the university makes that clear. Besides not granting degrees or certificates, open courses do not offer direct access to faculty. They, in other words, are strictly “for those who wish to learn,” as the Web site says. “Its purpose is not to duplicate a Yale education.”
  • Open courseware is a classic example of disruptive technology, which, loosely defined, is an innovation that comes along one day to change a product or service, often standing an industry on its head. Craigslist did this to newspapers by posting classified ads for free. And the music industry got blindsided when iTunes started unbundling songs from albums and selling them for 99 cents apiece.
  • Mr. Schonfeld sees still more potential in “unbundling” the four elements of educating: design of a course, delivery of that course, delivery of credit and delivery of a degree. “Traditionally, they’ve all lived in the same institutional setting.” Must all four continue to live together, or can one or more be outsourced?
  • P2PU’s mission isn’t to develop a model and stick with it. It is to “experiment and iterate,” says Ms. Paharia, the former executive director of Creative Commons. She likes to talk about signals, a concept borrowed from economics. “Having a degree is a signal,” she says. “It’s a signal to employers that you’ve passed a certain bar.” Here’s the radical part: Ms. Paharia doesn’t think degrees are necessary. P2PU is working to come up with alternative signals that indicate to potential employers that an individual is a good thinker and has the skills he or she claims to have — maybe a written report or an online portfolio.
  • David Wiley, associate professor of instructional psychology and technology at Brigham Young University, is an adviser to P2PU. For the past several years, he has been referring to “the disaggregation of higher education,” the breaking apart of university functions. Dr. Wiley says that models like P2PU address an important component missing from open courseware: human support. That is, when you have a question, whom can you ask? “No one gets all the way through a textbook without a dozen questions,” he says. “Who’s the T.A.? Where’s your study group?” “If you go to M.I.T. OpenCourseWare, there’s no way to find out who else is studying the same material and ask them for help,” he says. At P2PU, a “course organizer” leads the discussion but “you are working together with others, so when you have a question you can ask any of your peers. The core idea of P2PU is putting people together around these open courses.”
  • Mr. Reshef’s plan is to “take anyone, anyone whatsoever,” as long as they can pass an English orientation course and a course in basic computer skills, and have a high school diploma or equivalent. The nonprofit venture has accepted, and enrolled, 380 of 3,000 applicants, and is trying to raise funds through microphilanthropy — “$80 will send one student to UoPeople for a term” — through social networking.
  • Mr. Reshef has used $1 million of his own money to start the University of the People, which taps open courses that other universities have put online and relies on student interaction to guide learning; students even grade one another’s papers.
Barbara Lindsey

Twitter's role in Bangkok conflict unprecedented - The Globe and Mail - 0 views

  • “We all become our own news wire service, breaking stories and events instantly. Did [tweets from inside Wat Pathum] prevent a massacre? Maybe they did. Who knows?” wrote Andrew Spooner, a London-based journalist who waded deep into the Thailand story from afar, tweeting about events from a decidedly pro-Red Shirt perspective.
  • That partisanship was the ugly side of Twitter’s role in the Thai crisis. While the social networking site did perhaps save lives in a few specific instances, Twitter – and the opportunity it gives to instantly broadcast whatever is on your mind, often from behind a cloak of near-anonymity – also gave Thais and foreigners living here the chance to broadcast vitriolic, often hateful, thoughts to the world, raising the temperature inside this already volatile country and arguably helping nudge the situation toward its violent end.
  • “More people will die inside Wat Patum unless we get ceasefire to get to hospital across the road,” I added a few minutes later, as my desperation grew. Within minutes, my pleas had indeed been retweeted hundreds, maybe thousands of times, in English, Thai and other languages. They were posted on the websites of Britain’s The Guardian newspaper and other international media. People I knew only through Twitter started calling me to check on our situation. More helpfully, others started calling embassies, hospitals and the Thai government. Eighty minutes later, I was carrying stretchers out to a row of waiting ambulances. “Twitter may just have done this,” was my next update.
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  • “People were not really that interested in Twitter until Thaksin started using it,” said Ms. Poomjit, the Internet freedom activist. “He made it a trend.”
Barbara Lindsey

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

  • 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.
Barbara Lindsey

Benjamin Woodward - Wikipedia, the free encyclopedia - 0 views

  • Rate this page
  • This article does not cite any references or sources. Please help improve this article by adding citations to reliable sources. Unsourced material may be challenged and removed. (April 2007)
  •  
    Example of transparent rating on Wikipedia
Barbara Lindsey

Become a Creator of Mightybell Experiences for $1 · Mightybell - 0 views

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    This could be very interesting to use in learning languages
Barbara Lindsey

Changes to Electronic Course Reserves - 0 views

  • You can tag items of special interest
  • your students will be able to sort by those tags. They will also be able to add their own personal tags.
  • You can see how many times each reserve item was accessed and which student accessed it.
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  • Your students can choose to receive emails when new items are added to your reserve list.
    • Barbara Lindsey
       
      RSS!
    • Barbara Lindsey
       
      We'll use this brand-new information from HBL to practice using Diigo's tools!
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