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Barbara Lindsey

Blogging Back In Time - PSFK - 0 views

www.psfk.com/...blogging-back-in-time.html

blogging analog print copyright

shared by Barbara Lindsey on 12 Aug 10 - Cached
  • Barbara Lindsey on 12 Aug 10
     
    Paleobloggers search for meaningful material from the analog era and re-post what they find online.  It introduces "new" and undiscovered content and ideas into the digital media stream.
Barbara Lindsey

Presentation Zen Bento Box - dr. jude rathburn's posterous - 0 views

4edtechies.posterous.com/presentation-zen-bento-box

presentationzen presentationtools assessmentforlearning

shared by Barbara Lindsey on 25 Sep 10 - No Cached
  • Take an hour to show Garr's award winning Presentation Zen video (included in the bento box) so that people can see the principles in action before trying to design their own presentations. 
  • since viewers are not familiar with the approach, I found it is helpful to take some time to discuss each element.
  • rovide risk-free (i.e. low stakes) opportunities for learners to practice various elements of the Presentation Zen approach, share the results and provide peer reviews.
  • ...5 more annotations...
  • In my senior level strategic management seminar I asked people to break up into groups of three and then distributed a Fortune article about a local firm so that we would all be working with the same course-related content.  I gave them class time to read the article and also provided an organizing framework to help them focus on the main themes regarding the company's business strategy.  I also printed out a blank storyboard using the 3-slide handout feature in MSPowerPoint and distributed a few copies to each group.  Their task was to come to some consensus about the most interesting aspect of the company's strategy and identify the one central point that they wanted to get across in their 2-3 minute presentation.  The only other constraints were that they had to include one slide that highlighted some data that supported their central point and they had to create their storyboard and script in analog form before they opened their laptops. 
  • I asked each group to create a narrated presentation using either Keynote or PowerPoint, which they then uploaded to a discussion forum in our web-based course management system.  Each student also reviewed at least one other group's presentation, providing feedback on content, as well as the application of the Presentation Zen approach.  I provided feedback in the forum as well, commenting on the presentations themselves and the peer reviews.  Everyone who participated got full credit, which is why I referred to the practice presentation and peer review as a risk-free or low stakes activity.
  • Provide an example of a presentation that used the Presentation Zen approach, along with the storyboard and script
  • It also opens the door for viewers to give me feedback on the effectiveness of the design decisions I made and offer suggestions on how to improve my presentation.  I have found that opening up the conversation and giving students permission to review my work helps to strengthen our connection and improves my practice at the same time.  It also helps me demonstrate that it takes time and practice to implement the PZ approach - we are all a work in progress!
  • My final tip, at least for now, is to give people plenty of opportunities to practice using the Presentation Zen approach and give and receive feedback.  My students decided they wanted to create at least four presentations throughout the course to demonstrate their understanding of course concepts and their ability to apply those concepts to real world examples. 
  • Barbara Lindsey on 25 Sep 10
     
    Talks about using Garr Reynold's Presentation Zen approach to designing presentations and how he structures his students' (and his) learning experiences in using this approach.
Barbara Lindsey

Convenience, Communications, and Control: How Students Use Technology | Resources | EDU... - 0 views

www.educause.edu/...6070

student survey technology

shared by Barbara Lindsey on 21 Oct 07 - Cached
  • They are characterized as preferring teamwork, experiential activities, and the use of technology
  • Doing is more important than knowing, and learning is accomplished through trial and error as opposed to a logical and rule-based approach.2 Similarly, Paul Hagner found that these students not only possess the skills necessary to use these new communication forms, but there is an ever increasing expectation on their part that these new communication paths be used
  • Much of the work to date, while interesting and compelling, is intuitive and largely based on qualitative data and observation.
  • ...34 more annotations...
  • There is an inexorable trend among college students to universal ownership, mobility, and access to technology.
  • Students were asked about the applications they used on their electronic devices. They reported that they use technology first for educational purposes, followed by communication.
    • Barbara Lindsey
      Barbara Lindsey on 21 Oct 07
       
      All self-reported. Would have been powerful if could have actually tracked a representative sample and compared actual use with reported use.
  • presentation software was driven primarily by the requirements of the students' major and the curriculum.
  • Communications and entertainment are very much related to gender and age.
  • From student interviews, a picture emerged of student technology use driven by the demands of the major and the classes that students take. Seniors reported spending more time overall on a computer than do freshmen, and they reported greater use of a computer at a place of employment. Seniors spent more hours on the computer each week in support of their educational activities and also more time on more advanced applications—spreadsheets, presentations, and graphics.
  • Confirming what parents suspect, students with the lowest grade point averages (GPAs) spend significantly more time playing computer games; students with the highest GPAs spend more hours weekly using the computer in support of classroom activities. At the University of Minnesota, Crookston, students spent the most hours on the computer in support of classroom activities. This likely reflects the deliberate design of the curriculum to use a laptop extensively. In summary, the curriculum's technology requirements are major motivators for students to learn to use specialized software.
  • The interviews indicated that students are skilled with basic office suite applications but tend to know just enough technology functionality to accomplish their work; they have less in-depth application knowledge or problem solving skills.
  • According to McEuen, student technology skills can be likened to writing skills: Students come to college knowing how to write, but they are not developed writers. The analogy holds true for information technology, and McEuen suggested that colleges and universities approach information technology in the same way they approach writing.6
  • he major requires the development of higher-level skill sets with particular applications.
    • Barbara Lindsey
      Barbara Lindsey on 21 Oct 07
       
      Not really quantitative--self-reported data back by selected qualitative interviews
  • The comparative literature on student IT skill self-assessment suggests that students overrate their skills; freshmen overrate their skills more than seniors, and men overrate their skills more than women.7 Our data supports these conclusions. Judy Doherty, director of the Student Technologies Resource Group at Colgate University, remarked on student skill assessment, "Students state in their job applications that they are good if not very good, but when tested their skills are average to poor, and they need a lot of training."8
  • Mary Jane Smetanka of the Minneapolis–St. Paul Star Tribune reported that some students are so conditioned by punch-a-button problem solving on computers that they approach problems with a scattershot impulsiveness instead of methodically working them through. In turn, this leads to problem-solving difficulties.
  • We expected to find that the Net Generation student prefers classes that use technology. What we found instead is a bell curve with a preference for a moderate use of technology in the classroom (see Figure 1).
    • Barbara Lindsey
      Barbara Lindsey on 21 Oct 07
       
      More information needs to be given to find out why--may be tool and method not engaging.
  • It is not surprising that if technology is used well by the instructor, students will come to appreciate its benefits.
  • A student's major was also an important predictor of preferences for technology in the classroom (see Table 3), with engineering students having the highest preference for technology in the classroom (67.8 percent), followed by business students (64.3 percent).
  • Humanities 7.7% 47.9% 40.2
  • he highest scores were given to improved communications, followed by factors related to the management of classroom activities. Lower impact activities had to do with comprehension of classroom materials (complex concepts).
  • I spend more time engaged in course activities in those courses that require me to use technology.
  • The instructors' use of technology in my classes has increased my interest in the subject matter. 3.25 Classes that use information technology are more likely to focus on real-world tasks and examples.
  • Interestingly, students do not feel that use of information technology in classes greatly increases the amount of time engaged with course activities (3.22 mean).12 This is in direct contrast to faculty perceptions reported in an earlier study, where 65 percent of faculty reported they perceived that students spend more time engaged with course materials
  • Only 12.7 percent said the most valuable benefit was improved learning; 3.7 percent perceived no benefit whatsoever. Note that students could only select one response, so more than 12.7 percent may have felt learning was improved, but it was not ranked highest. These findings compare favorably with a study done by Douglas Havelka at the University of Miami in Oxford, Ohio, who identified the top six benefits of the current implementation of IT as improving work efficiency, affecting the way people behave, improving communications, making life more convenient, saving time, and improving learning ability.14
    • Barbara Lindsey
      Barbara Lindsey on 21 Oct 07
       
      Would have been good to know exactly what kinds of technologies were meant here.
  • Our data suggest that we are at best at the cusp of technologies being employed to improve learning.
  • The interactive features least used by faculty were the features that students indicated contributed the most to their learning.
  • he students in this study called our attention to performance by noting an uneven diffusion of innovation using this technology. This may be due, in part, to faculty or student skill. It may also be due to a lack of institutional recognition of innovation, especially as the successful use of course management systems affects or does not affect faculty tenure, promotion, and merit decisions
  • we found that many of the students most skilled in the use of technology had mixed feelings about technology in the classroom.
  • What we found was that many necessary skills had to be learned at the college or university and that the motivation for doing so was very much tied to the requirements of the curriculum. Similarly, the students in our survey had not gained the necessary skills to use technology in support of academic work outside the classroom. We found a significant need for further training in the use of information technology in support of learning and problem-solving skills.
  • Course management systems were used most by both faculty and students for communication of information and administrative activities and much less in support of learning.
  • In 1997, Michael Hooker proclaimed, "higher education is on the brink of a revolution." Hooker went on to note that two of the greatest challenges our institutions face are those of "harnessing the power of digital technology and responding to the information revolution."18 Hooker and many others, however, did not anticipate the likelihood that higher education's learning revolution would be a journey of a thousand miles rather than a discrete event. Indeed, a study of learning's last great revolution—the invention of moveable type—reveals, too, a revolution conducted over centuries leading to the emergence of a publishing industry, intellectual property rights law, the augmentation of customized lectures with textbooks, and so forth.
  • Both the ECAR study on faculty use of course management systems and this study of student experiences with information technology concluded that, while information technology is indeed making important inroads into classroom and learning activities, to date the effects are largely in the convenience of postsecondary teaching and learning and do not yet constitute a "learning revolution." This should not surprise us. The invention of moveable type enhanced, nearly immediately, access to published information and reduced the time needed to produce new publications. This invention did not itself change literacy levels, teaching styles, learning styles, or other key markers of a learning revolution. These changes, while catalyzed by the new technology, depended on slower social changes to institutions. I believe that is what we are witnessing in higher education today.
  • The institutions chosen represent a nonrepresentative mix of the different types of higher education institution in the United States, in terms of Carnegie class as well as location, source of funding, and levels of technology emphasis. Note, however, that we consider our findings to be instructive rather than conclusive of student experiences at different types of Carnegie institutions.
  • Qualitative data were collected by means of focus groups and individual interviews. We interviewed undergraduate students, administrators, and individuals identified as experts in the field of student technology use in the classroom. Student focus groups and interviews of administrators were conducted at six of the thirteen schools participating in the study.
Barbara Lindsey

News: A Call for Copyright Rebellion - Inside Higher Ed - 0 views

www.insidehighered.com/...lessig

copyright Lessig education

shared by Barbara Lindsey on 28 Feb 10 - Cached
  • “If copyright law, at its core, regulates something called ‘copies,’ then in the analog world… many uses of culture were copyright-free,” he explained. “They didn’t trigger copyright law, because no copy was made. But in the digital world, very few uses are copyright-free because in the digital world … all uses produce a copy.”
  • Absolute open access does weaken the incentive to create insofar as scholars crave some tangible remuneration for their commercially published works. The solution to the problem, he said, probably lies in hybrid systems such as Creative Commons, of which he is a board member. Creative Commons licenses allow authors to designate what portions of their work can be copied and how it may be used, thereby avoiding the “thicket” of the copyright system — where, Lessig said, things are never nearly that simple.
  • Barbara Lindsey on 28 Feb 10
     
    Lawrence Lessig talks about copyright's impact on education in the digital age.
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?
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