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Barbara Lindsey

Arounder: France: Paris: View Alexandre III bridge - 0 views

paris.arounder.com/...FR000009882.html

googlemaps maps actfl09 mafla09 paris tour 360

shared by Barbara Lindsey on 20 Jul 09 - Cached
  • Barbara Lindsey on 20 Jul 09
     
    Paris: View Alexandre III bridge"> Arounder: France: Paris: View Alexandre III bridge #aHeaderMin {border-bottom:1px solid #663399; color:#663399; background-color:#3c3c3c;} #aHeader {border-bottom:1px solid #663399;} #aHeader #aHeaderRight a:hover, #aHeader #aHeaderRight a:focus, #aHeader #aHeaderRight a:active, #aHeader #aHeaderRight a.selected {color:#fff; background-color:#663399;} #aHeader #acVariable li a {color:#fff; border-bottom:1px solid #fff; background:url(http://media.vrway.com/00/arounder/css/663399/tab_fullscreen_no_sel.gif) no-repeat;} #aHeader #acVariable li a:hover, #aHeader #acVariable li a:focus, #aHeader #acVariable li a:active, #aHeader #acVariable li a.selected {background:url(http://media.vrway.com/00/arounder/css/663399/tab_fullscreen.gif) no-repeat; border-bottom:1px solid #663399;} #aHeaderMin a {color:#663399;} #aHeaderMin a:hover, #aHeaderMin a:focus, #aHeaderMin a:active, #aHeaderMin a.selected {color:#fff; background-color:#663399;} #aHeader #cHelp a {border:1px solid #a3a3a3;} #aHeader #cHelp a:hover, #aHeader #cHelp a:focus, #aHeader #cHelp a:active {border:1px solid #663399;} #aText h2 {color:#663399;} #aDescription a:hover {color:#663399;} .sThumb { background: no-repeat center center; width: 100px; height: 80px; } #sSpacer1 { border-bottom:1px solid #fff; }
Celeste Arrieta

Garr Reynolds/Presentations - 0 views

www.garrreynolds.com/...prep.html

shared by Celeste Arrieta on 22 Mar 10 - Cached
    • Celeste Arrieta
      Celeste Arrieta on 22 Mar 10
       
      SIMPLICITY!!
  • you have to think very hard about what to include and what can be left out.
  • essence
  • ...31 more annotations...
  • message
  • audience could remember only three things about your presentation,what would you want it to be?
  • analog
  • the best presenters often scratch out their ideas and objectives with a pen and paper.
  • whiteboard
  • sketch out my ideas
  • write down ke
  • points
  • outline and structure
  • speaking and connecting to an audience
  • persuade
  • storyboard
  • I draw sample images that I can use to support a particular point, say, a pie chart here, a photo there, perhaps a line graph
  • content to flow
  • notes
  • iStockphoto.com
  • presentation structure
  • logic of your content and the flow of the presentation
  • (so what?
  • "sell" your message in 30-45 seconds. I
  • essence of your presentation content and write it on the back of a business card?
  • Good presentations include stories. The best presenters illustrate their points with the use of storie
  • relevant
  • remember
  • memorable
  • remember
  • Good stories have interesting, clear beginnings, provocative, engaging content in the middle, and a clear, logical conclusion
  • rehearsed
  • several times
  • What is the purpose of the event?
  • Who is the audience?
Barbara Lindsey

Do You Speak "Academia"? » Edurati Review - 0 views

eduratireview.com/...do-you-speak-academia

academia writing journals

shared by Barbara Lindsey on 06 Sep 10 - No Cached
  • the opening main clause, “Education is an all-encompassing institution,” makes little sense, and the rest of the sentence fails to clarify its meaning. The use of “each and every” is redundant; if each continent and culture, then, by default, it is every continent and culture. After the semicolon, good verbs become weak adjectives: functional and organizational. The entire paragraph could be restructured as an easily understood sentence: In every society, schools organize, function, and operate similarly.
  • Why pick on paragraphs pulled from their contexts? If you read (or try to read) educational journals, you’ll find that these examples are not isolated. They illustrate the “academic style” characterizing such periodicals. These periodicals, their supporters argue, provide the link between research and classroom practice. But the poor communication—the academic writing—requires the reader to add steps to the usually efficient cognition of comprehension. The reader is forced to pause and ask, “What does that mean in plain English?” It’s not that different from reading text in a second language, one in which the reader may be knowledgeable but not proficient.
  • This same gap often exists between students and their textbooks.
  • ...9 more annotations...
  • This issue is so prevalent that some experts recommend we teach students “academic language.”
  • This additional distance between the writer and reader decreases the likelihood that the journals will actually be read. And if the journals are not read by teachers, the research will be slow to influence educational practice, if it does at all.
  • We are spending time, effort, and sometimes money on research doomed to remain idle because it’s not communicated well. The poor writing prevents worthwhile application.
  • If understanding depends on translating the language, students who struggle with this prerequisite may lack the motivation or inertia to think beyond, or even through, the interpretation. We’re making understanding more difficult—a seeming antithesis to our role as educators.
  • Why can’t “academic” journals and textbooks utilize common principles of good writing. Why do we insist on communication complexity when our goals would be better served by simple clarity?
  • Status? Are we insisting on “academic writing” because it separates journals from the “rags” intended for the masses or textbooks from the unlearned? If so, our goal must be to maintain some perceived elite readership—a readership probably not teaching or sitting in our classrooms.
  • Do we think that our research and subject matter is complicated, therefore our communicating should also be complex? This is so contrary to logic and sound teaching that it’s an oxymoron.
  • A complex topic requires simple writing, especially when the reader likely lacks the author’s background knowledge and experience. This is almost always the case when a researcher seeks to address individuals who were not part of the research team or involved in similar research themselves, or when experts in a field seek to articulate concepts for students.
  • Medina presents ideas simply and in ways known to foster learning. As the brain engages in elaboration, it overlays new data with known experiences, making connections that help construct understanding. Medina relates a new, complex topic to a familiar childhood activity—origami (even though he is not writing for children). By giving us a reference point for understanding DNA, he equips us with the tools needed to construct understanding. Isn’t this what we should be striving for, both in our textbooks and our journals?
Barbara Lindsey

Taking Diigo Beyond the Bookmark - 0 views

knowthenetwork.com/...king-diigo-beyond-the-bookmark

diigo research collaboration writing

shared by Barbara Lindsey on 11 Feb 10 - Cached
  • Any writer knows the value of good research and with Diigo the process just got easier. Here’s a couple of ideas: tag items based on chapter, subject tag items for a bibliography jot a few notes to give context or your thoughts at the time highlight the section you intend to use and save the time of reviewing the entire page Diigo becomes even more essential in a collaboration project. The Forrester team used Delicious during their research for the book  Groundswell and I bet they could have used Diigo features like highlighting, comments, groups, and conversations.
  • tag recipes as appetizers, entrees, or desserts tag as vegetarian, diet, gluten free, or my favorite “enough-calories-to-make-Paula-Deen-blush” disclosure: the above link leads to my wife food blog MakeLifeDelicious.com, it’s the greatest food blog on earth #unbiased tag by ingredients highlight cooking times and pics
  • I love Diigo too. My son (10 years old) is working on his IB Exhibition on Water Pollution. He is working as part of a team. I helped them create a group for their topic so that they and their teacher can add resources, highlight text and tag interesting facts about the subject from home. Also, I am in a master's in education media design and am using Diigo to organize my resources for my Action Research project. Diigo is a great tool. Thanks for posting.
  • ...1 more annotation...
  • A real revelation for us, however, has been to use Diigo for internal staff communication. I've set up a News group for people to share any useful careers-related articles they come across. We also have various Jobs/Scholarships groups to share relevant graduate vacancies we find. The RSS feeds from these then post to Twitter and our own Jobs and Further Study pages. Saves a lot of time entering the details into our own database and gets the information to our students and graduates quicker. Hopefully! It also keeps staff abreast with up-to-date jobs information. Diigo is great!
  • Barbara Lindsey on 11 Feb 10
     
    Writers Any writer knows the value of good research and with Diigo the process just got easier. Here's a couple of ideas: tag items based on chapter, subject tag items for a bibliography jot a few notes to give context or your thoughts at the time highlight the section you intend to use and save the time of reviewing the entire page Diigo becomes even more essential in a collaboration project. The Forrester team used Delicious during their research for the book  Groundswell and I bet they could have used Diigo features like highlighting, comments, groups, and conversations.
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