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Barbara Lindsey

Reading in the Hyperconnected Information Era: Lessons from the Beijing Ticket Scam - 0 views

ro.ecu.edu.au/...viewcontent.cgi

information findingfiltering article journal

shared by Barbara Lindsey on 18 Sep 11 - No Cached
  • Barbara Lindsey on 18 Sep 11
     
    Abstract: In this paper I argue that the kinds of literacy needed for making sense of information on websites is more nuanced and embedded in our everyday context that we are currently providing for learners.  The kinds of analysis of websites which allow the processing of information in context are presented.This is demonstrated by an analysis of a scam site, which sold non-existent tickets to the Beijing Olympics and a description of a phishing attempt at Twitter. The skills required to understand information presented on the web have evolved far quicker than the parallel shifts in road safety skills, and people are nowrequired to read web sites contextually if they are to be able to make informed decisions about information available on the World Wide Web.  It is proposed that this is achieved through education rather than filtering out undesirable information. 
Barbara Lindsey

To Tweet or Not To Tweet - 0 views

www.slideshare.net/...-tweet-or-not-to-tweet-4458423

twitter analysis fl teaching

shared by Barbara Lindsey on 10 Jun 10 - Cached
  • Barbara Lindsey on 10 Jun 10
     
    Lornicka and Lord analysis of Twitter use in French class and with FL grad student teachers
Barbara Lindsey

What we learned from 5 million books | Video on TED.com - 0 views

www.ted.com/...rned_from_5_million_books.html

digitalhumanities lcl TED Google ngram tedtalks

shared by Barbara Lindsey on 12 Apr 12 - No Cached
    • Barbara Lindsey
      Barbara Lindsey on 12 Apr 12
       
      From YouTube version of this talk: "[Google's digtized books] are very practical and extremely awesome." Erez Lieberman Aiden and Jean-Baptiste Michel from Harvard University use the 15 million books scanned and digitized by Google to show how a visual and quantitative analysis of text can provide insights about fields as diverse as lexicography, the evolution of grammar, collective memory, the adoption of technology, the pursuit of fame, censorship, and historical epidemiology.
  • ELA: There are more sobering notes among the n-grams. For instance, here's the trajectory of Marc Chagall, an artist born in 1887. And this looks like the normal trajectory of a famous person. He gets more and more and more famous, except if you look in German. If you look in German, you see something completely bizarre, something you pretty much never see, which is he becomes extremely famous and then all of a sudden plummets, going through a nadir between 1933 and 1945, before rebounding afterward. And of course, what we're seeing is the fact Marc Chagall was a Jewish artist in Nazi Germany. Now these signals are actually so strong that we don't need to know that someone was censored. We can actually figure it out using really basic signal processing. Here's a simple way to do it. Well, a reasonable expectation is that somebody's fame in a given period of time should be roughly the average of their fame before and their fame after. So that's sort of what we expect. And we compare that to the fame that we observe. And we just divide one by the other to produce something we call a suppression index. If the suppression index is very, very, very small, then you very well might be being suppressed. If it's very large, maybe you're benefiting from propaganda.
  • Now when Google digitizes a book, they put it into a really nice format. Now we've got the data, plus we have metadata. We have information about things like where was it published, who was the author, when was it published. And what we do is go through all of those records and exclude everything that's not the highest quality data. What we're left with is a collection of five million books, 500 billion words, a string of characters a thousand times longer than the human genome -- a text which, when written out, would stretch from here to the Moon and back 10 times over -- a veritable shard of our cultural genome.
  • ...4 more annotations...
  • we're going to release statistics about the books. So take for instance "A gleam of happiness." It's four words; we call that a four-gram. We're going to tell you how many times a particular four-gram appeared in books in 1801, 1802, 1803, all the way up to 2008. That gives us a time series of how frequently this particular sentence was used over time. We do that for all the words and phrases that appear in those books, and that gives us a big table of two billion lines that tell us about the way culture has been changing.
  • You might also want to have a look at this particular n-gram, and that's to tell Nietzsche that God is not dead, although you might agree that he might need a better publicist.
  • JM: Now you can actually look at the distribution of suppression indexes over whole populations. So for instance, here -- this suppression index is for 5,000 people picked in English books where there's no known suppression -- it would be like this, basically tightly centered on one. What you expect is basically what you observe. This is distribution as seen in Germany -- very different, it's shifted to the left. People talked about it twice less as it should have been. But much more importantly, the distribution is much wider. There are many people who end up on the far left on this distribution who are talked about 10 times fewer than they should have been. But then also many people on the far right who seem to benefit from propaganda. This picture is the hallmark of censorship in the book record.
  • ELA: So culturomics is what we call this method. It's kind of like genomics. Except genomics is a lens on biology through the window of the sequence of bases in the human genome. Culturomics is similar. It's the application of massive-scale data collection analysis to the study of human culture. Here, instead of through the lens of a genome, through the lens of digitized pieces of the historical record. The great thing about culturomics is that everyone can do it. Why can everyone do it? Everyone can do it because three guys, Jon Orwant, Matt Gray and Will Brockman over at Google, saw the prototype of the Ngram Viewer, and they said, "This is so fun. We have to make this available for people." So in two weeks flat -- the two weeks before our paper came out -- they coded up a version of the Ngram Viewer for the general public. And so you too can type in any word or phrase that you're interested in and see its n-gram immediately -- also browse examples of all the various books in which your n-gram appears.
  • Barbara Lindsey on 12 Apr 12
     
    fall 2012 syllabus
Barbara Lindsey

News: The Evidence on Online Education - Inside Higher Ed - 0 views

www.insidehighered.com/...online

research online learning meta-analysis usgov ed

shared by Barbara Lindsey on 30 Sep 10 - Cached
  • The study found that students who took all or part of their instruction online performed better, on average, than those taking the same course through face-to-face instruction. Further, those who took "blended" courses -- those that combine elements of online learning and face-to-face instruction -- appeared to do best of all. That finding could be significant as many colleges report that blended instruction is among the fastest-growing types of enrollment.
  • While the new study provides a strong endorsement of online learning, it also notes findings about the relative success (or lack thereof) of various teaching techniques used in online courses. The use of video or online quizzes -- frequently encouraged for online education -- "does not appear to enhance learning," the report says.
  • But noting the caveats in the report about factors other than medium of instruction, he said that "we should not take the report as saying it is simply better to move to online learning. These results demonstrate why more research is needed -- broadly based research that moves well beyond case studies conducted by distance education practitioners, research focused on student retention in online environments and especially research that looks behind the instructional medium to isolate the characteristics of instruction that produce positive results. Successful education has always been about engaging students whether it is in an online environment, face to face or in a blended setting. And fundamental to that is having faculty who are fully supported and engaged in that process as well."
  • ...2 more annotations...
  • "Despite what appears to be strong support for online learning applications, the studies in this meta-analysis do not demonstrate that online learning is superior as a medium," the report says. "In many of the studies showing an advantage for online learning, the online and classroom conditions differed in terms of time spent, curriculum and pedagogy. It was the combination of elements in the treatment conditions (which was likely to have included additional learning time and materials as well as additional opportunities for collaboration) that produced the observed learning advantages. At the same time, one should note that online learning is much more conducive to the expansion of learning time than is face-to-face instruction."
  • Using technology to give students "control of their interactions" has a positive effect on student learning, however. "Studies indicate that manipulations that trigger learner activity or learner reflection and self-monitoring of understanding are effective when students pursue online learning as individuals," the report says.Notably, the report attributes much of the success in learning online (blended or entirely) not to technology but to time. "Studies in which learners in the online condition spent more time on task than students in the face-to-face condition found a greater benefit for online learning," the report says.
Barbara Lindsey

Print: The Chronicle: 6/15/2007: The New Metrics of Scholarly Authority - 0 views

chronicle.com/...printable.cgi

shared by Barbara Lindsey on 23 Sep 07 - Cached
    • Barbara Lindsey
      Barbara Lindsey on 23 Sep 07
       
      Higher ed slow to respond.
  • Web 2.0 is all about responding to abundance, which is a shift of profound significance.
  • Chefs simply couldn't exist in a world of universal scarcity
  • ...33 more annotations...
  • a time when scholarship, and how we make it available, will be affected by information abundance just as powerfully as food preparation has been.
  • Scholarly communication before the Internet required the intermediation of publishers. The costliness of publishing became an invisible constraint that drove nearly all of our decisions. It became the scholar's job to be a selector and interpreter of difficult-to-find primary and secondary sources; it was the scholarly publisher's job to identify the best scholars with the best perspective and the best access to scarce resources.
    • Barbara Lindsey
      Barbara Lindsey on 23 Sep 07
       
      Comments?
  • Online scholarly publishing in Web 1.0 mimicked those fundamental conceptions. The presumption was that information scarcity still ruled. Most content was closed to nonsubscribers; exceedingly high subscription costs for specialty journals were retained; libraries continued to be the primary market; and the "authoritative" version was untouched by comments from the uninitiated. Authority was measured in the same way it was in the scarcity world of paper: by number of citations to or quotations from a book or article, the quality of journals in which an article was published, the institutional affiliation of the author, etc.
  • Google
  • Google
    • Barbara Lindsey
      Barbara Lindsey on 23 Sep 07
       
      Where critical analysis comes in
  • The challenge for all those sites pertains to abundance:
  • Such systems have not been framed to confer authority, but as they devise means to deal with predators, scum, and weirdos wanting to be a "friend," they are likely to expand into "trust," or "value," or "vouching for my friend" metrics — something close to authority — in the coming years.
  • ecently some more "authoritative" editors have been given authority to override whining ax grinders.
  • In many respects Boing Boing is an old-school edited resource. It doesn't incorporate feedback or comments, but rather is a publication constructed by five editor-writers
  • As the online environment matures, most social spaces in many disciplines will have their own "boingboings."
  • They differ from current models mostly by their feasible computability in a digital environment where all elements can be weighted and measured, and where digital interconnections provide computable context.
  • In the very near future, if we're talking about a universe of hundreds of billions of documents, there will routinely be thousands, if not tens of thousands, if not hundreds of thousands, of documents that are very similar to any new document published on the Web. If you are writing a scholarly article about the trope of smallpox in Shakespearean drama, how do you ensure you'll be read? By competing in computability. Encourage your friends and colleagues to link to your online document. Encourage online back-and-forth with interested readers. Encourage free access to much or all of your scholarly work. Record and digitally archive all your scholarly activities. Recognize others' works via links, quotes, and other online tips of the hat. Take advantage of institutional repositories, as well as open-access publishers. The list could go on.
  • the new authority metrics, instead of relying on scholarly publishers to establish the importance of material for them.
  • They need to play a role in deciding not just what material will be made available online, but also how the public will be allowed to interact with the material. That requires a whole new mind-set.
  • cholarly publishers
  • Many of the values of scholarship are not well served yet by the Web: contemplation, abstract synthesis, construction of argument.
  • Traditional models of authority will probably hold sway in the scholarly arena for 10 to 15 years, while we work out the ways in which scholarly engagement and significance can be measured in new kinds of participatory spaces.
  • if scholarly output is locked away behind fire walls, or on hard drives, or in print only, it risks becoming invisible to the automated Web crawlers, indexers, and authority-interpreters that are being developed. Scholarly invisibility is rarely the path to scholarly authority.
  • Web 1.0,
  • garbed new business and publishing models in 20th-century clothes.
  • fundamental presumption is one of endless information abundance.
  • Flickr, YouTube
  • micromarkets
  • multiple demographics
  • Abundance leads to immediate context and fact checking, which changes the "authority market" substantially. The ability to participate in most online experiencesvia comments, votes, or ratingsis now presumed, and when it's not available, it's missed.
  • Google interprets a link from Page A to Page B as a vote, by Page A, for Page B. But, Google looks at more than the sheer volume of votes, or links a page receives; for example, it also analyzes the page that casts the vote. Votes cast by pages that are themselves 'important' weigh more heavily and help to make other pages 'important,'"
  • It has its limits, but it also both confers and confirms authority because people tend to point to authoritative sources to bolster their own work.
  • That kind of democratization of authority is nearly unique to wikis that are group edited, since not observation, but active participation in improvement, is the authority metric.
  • user-generated authority, many of which are based on algorithmic analysis of participatory engagement. The emphasis in such models is often not on finding scarce value, but on weeding abundance
  • Authority 3.0 will probably include (the list is long, which itself is a sign of how sophisticated our new authority makers will have to be): Prestige of the publisher (if any). Prestige of peer prereviewers (if any). Prestige of commenters and other participants. Percentage of a document quoted in other documents. Raw links to the document. Valued links, in which the values of the linker and all his or her other links are also considered. Obvious attention: discussions in blogspace, comments in posts, reclarification, and continued discussion. Nature of the language in comments: positive, negative, interconnective, expanded, clarified, reinterpreted. Quality of the context: What else is on the site that holds the document, and what's its authority status? Percentage of phrases that are valued by a disciplinary community. Quality of author's institutional affiliation(s). Significance of author's other work. Amount of author's participation in other valued projects, as commenter, editor, etc. Reference network: the significance rating of all the texts the author has touched, viewed, read. Length of time a document has existed. Inclusion of a document in lists of "best of," in syllabi, indexes, and other human-selected distillations. Types of tags assigned to it, the terms used, the authority of the taggers, the authority of the tagging system.
  • Most technophile thinkers out there believe that Web 3.0 will be driven by artificial intelligences — automated computer-assisted systems that can make reasonable decisions on their own, to preselect, precluster, and prepare material based on established metrics, while also attending very closely to the user's individual actions, desires, and historic interests, and adapting to them.
  • Barbara Lindsey on 23 Sep 07
     
    When the system of scholarly communications was dependent on the physical movement of information goods, we did business in an era of information scarcity. As we become dependent on the digital movement of information goods, we find ourselves entering an era of information abundance. In the process, we are witnessing a radical shift in how we establish authority, significance, and even scholarly validity. That has major implications for, in particular, the humanities and social sciences.
Celeste Arrieta

Bloom's Taxonomy - 0 views

www.learnnc.org/4719

education storytelling digital learning students assessment bloom taxonomy

shared by Celeste Arrieta on 18 Mar 10 - Cached
  • Bloom identified six cognitive levels: knowledge, comprehension, application, analysis, synthesis, and evaluation, with sophistication growing from basic knowledge-recall skills to the highest level, evaluation.
  • Originally developed as a method of classifying educational goals for student performance evaluation,
  • three major domains of learning: cognitive, affective, and psychomotor
  • ...14 more annotations...
  • the affective domain covered “changes in interest, attitudes, and values, and the development of appreciations and adequate adjustment”;
  • The cognitive domain covered “the recall or recognition of knowledge and the development of intellectual abilities and skills”
  • psychomotor domain encompassed “the manipulative or motor-skill area
  • Bloom
  • applies only to acquiring knowledge in the cognitive domain
  • involves intellectual skill development.
  • The original Bloom’s Taxonomy contained six developmental categories: knowledge, comprehension, application, analysis, synthesis, and evaluation. The first step in the taxonomy focused on knowledge acquisition and at this level, students recall, memorize, list, and repeat information. In the second tier, students classify, describe, discuss, identify, and explain information. Next, students demonstrate, interpret, and write about what they’ve learned and solve problems. In the subsequent step, students compare, contrast, distinguish, and examine what they’ve learned with other information, and they have the opportunity to question and test this knowledge. Then students argue, defend, support, and evaluate their opinion on this information. Finally, in the original model of Bloom’s Taxonomy, students create a new project, product, or point of view
    • Celeste Arrieta
      Celeste Arrieta on 18 Mar 10
       
      specific activities
    • Celeste Arrieta
      Celeste Arrieta on 18 Mar 10
       
      definitions - developmental categories
  • factual, conceptual, procedural, and metacognitive.3 This newer taxonomy also moves the evaluation stage down a level and the highest element becomes “creating
  • types of knowledge
  • intellectual skills and behavior important to learning
  • interactive activity
  • across grade levels and content areas
  • Celeste Arrieta on 18 Mar 10
     
    I hope you can see my highlightings
Barbara Lindsey

The Code of Best Practices in Fair Use for Media Literacy Education -- Publications --... - 0 views

www.centerforsocialmedia.org/...e_for_media_literacy_education

fairuse copyright principles

shared by Barbara Lindsey on 18 Mar 10 - Cached
  • PRINCIPLES
  • EMPLOYING COPYRIGHTED MATERIAL IN MEDIA LITERACY LESSONS
  • Common instructional activities include comparison-contrast analysis, deconstruction (close analysis) of the form and content of a message, illustration of key points, and examination of the historical, economic, political, or social contexts in which a particular message was produced and is received.
  • ...11 more annotations...
  • EMPLOYING COPYRIGHTED MATERIAL IN PREPARING CURRICULUM MATERIALS
  • These materials may include samples of contemporary mass media and popular culture as well as older media texts that provide historical or cultural context.
  • SHARING MEDIA LITERACY CURRICULUM MATERIALS
  • Educators using concepts and techniques of media literacy should be able to share effective examples of teaching about media and meaning with one another, including lessons and resource materials
  • STUDENT USE OF COPYRIGHTED MATERIALS IN THEIR OWN ACADEMIC AND CREATIVE WORK
  • Students include excerpts from copyrighted material in their own creative work for many purposes, including for comment and criticism, for illustration, to stimulate public discussion, or in incidental or accidental ways (for example, when they make a video capturing a scene from everyday life where copyrighted music is playing).
  • Because media literacy education cannot thrive unless learners themselves have the opportunity to learn about how media functions at the most practical level, educators using concepts and techniques of media literacy should be free to enable learners to incorporate, modify, and re-present existing media objects in their own classroom work. Media production can foster and deepen awareness of the constructed nature of all media, one of the key concepts of media literacy. The basis for fair use here is embedded in good pedagogy.
  • DEVELOPING AUDIENCES FOR STUDENT WORK
  • Students who are expected to behave responsibly as media creators and who are encouraged to reach other people outside the classroom with their work learn most deeply.
  • In some cases, widespread distribution of students’ work (via the Internet, for example) is appropriate. If student work that incorporates, modifies, and re-presents existing media content meets the transformativeness standard, it can be distributed to wide audiences under the doctrine of fair use.
  • educators should take the opportunity to model the real-world permissions process, with explicit emphasis not only on how that process works, but also on how it affects media making.
Barbara Lindsey

The Case for the Virtual Classroom - 0 views

mashable.com/...virtual-classroom

learning2.0 online highered virtual

shared by Barbara Lindsey on 03 Jan 11 - No Cached
  • “If you take a class, in our case, you’re very likely to meet 20 students from 20 countries,” Reshef says about University of the People. “We believe, by the way, that being exposed to 20 people from 20 cultures — the way they think, the way they function in the class — is as important, if not more, than the subject area itself.”
  • “We re-teach the same concepts again and again,” he said. “The teacher has no sense of who in his classroom is getting it, not getting it…and when you look at all of the successful innovations, it’s where you let the student assess his knowledge, understand where they are, and proceed at a pace where they’re actually seeing that they know something before they move on.”The Department of Education’s meta-analysis, which focused on older learners, supports this. Online learners who self-monitored understanding — by, for example, deciding when to move on to the next lesson — performed better.
    • Barbara Lindsey
      Barbara Lindsey on 03 Jan 11
       
      Is this a skill we need to be explicitly teaching?
  • The modest difference in performance between online and physical classroom learners in the meta-analysis, for instance, was larger for those students who learned through a blend of online and physical classroom conditions.
  • ...2 more annotations...
  • The report warned that the results might not be caused by the medium itself because the students in blended learning conditions often had extra learning time and instructional elements.
  • Right now class time is typically used by a lecture. But if teachers move the lecture online for students to watch on their own time, they can use the class time to work on activities and interact with students.
    • Barbara Lindsey
      Barbara Lindsey on 03 Jan 11
       
      Bingo!
Barbara Lindsey

the problem with EdX: a MOOC by any other name? | theory.cribchronicles.com - 0 views

theory.cribchronicles.com/...h-edx-a-mooc-by-any-other-name

mooc harvard mit analysis critic

shared by Barbara Lindsey on 04 May 12 - No Cached
  • Barbara Lindsey on 04 May 12
     
    fall 2012 syllabus
Barbara Lindsey

YouTube - Build Your Query - 1 views

www.google.com/...buildQuery

youtube culture demographics country videos analysis finding filtering

shared by Barbara Lindsey on 09 Dec 11 - No Cached
  • Barbara Lindsey on 09 Dec 11
     
    via @gaugler
Barbara Lindsey

Video: Voices From the Front Lines of Online Learning - Wired Campus - The Chronicle of... - 0 views

chronicle.com/...26097

interviews online learning teaching learning2.0

shared by Barbara Lindsey on 09 Aug 10 - Cached
  • As a first time student enrolled in an online course, I am dismayed by the total lack of the instructor's input. She merely feeds us the publisher's materials, has a teaching assistant grade the homework and pulls her tests from the publisher's test bank. I could teach this course, easily, myself.
  • There is no "teaching" or explanation, just self study. Silly things are graded like participation in discussions, and homework is often graded despite the fact the solutions manuals are all available online for students. Many online courses are taught by for-profit schools whose key motivation is to never fail students and to keep their tuition dollars flowing in. Even traditional schools' online courses are silly. The teacher has no way to know who is taking the exams. Exams are open book. Let's all start calling it the sham that it really is.
  • I have to say, from my experience as a student in an Ivy League school on the ground I had experiences like that. You can't judge an entire way of teaching and learning from these experiences.I have been teaching graduate school online since 1999. I engage actively with learners one on one, in small groups and in the class. I use meeting technologies as well as the Blackboard discussion. Learners work independently or collaboratively, depending on the assignment. I review and make detailed comments on their writing in assignments that require them to reasearch and draw on multiple scholarly sources. There is typically not one textbook, so "publisher's materials" or "open book exams" are non-existent. Even discussion assignments are submitted in full APA style and require references to the assigned and other scholarly readings. Higher order critical and creative thinking, original analysis, are required.
  • ...10 more annotations...
  • When these learners complete the program, they have competencies relevant to 21c life-- they can communicate, collaborate, access and integrate information from diverse sources using electronic libraries. It is an exciting way to teach and learn and it is the wave of the future so we need to gain the skills needed to make these educational experiences consistently meaningful.
  • Working with online instruction requires different techniques. An instructor online cannot usually look at a student's face and see that she isn't grasping the point, for example, or when she has fallen asleep. I can see why instructors would miss this type of face-to-face communication; online feedback is both less immediate and in some cases more direct. But a lecture can be truly engaging or enormously incomprehensible even for the student who moves to the front row to try to understand it all. Online learning can also reap huge results or can suffer from another set of equally mind-numbing problems.
  • I have to agree with jsalmons and bghansel. It's not the fact that a school is online or on-ground that matters. It's the quality of the educator that matters. I, too, have gone to and taught in Ivy League schools and found them to be a mixed bag, just as I've found online schools to be a mixed bag.
  • Yes, softshellcrab, discussion questions are the backbone of online courses. Are you telling me they don't play a role in on-ground education? Are you telling me that only talking-head lectures educate? Is there something wrong with students doing self-studying? Haven't you seen lecture content in online courses? I'm puzzled as to why you think critical thinking, Socratic reasoning/questioning, and constructivism are bad or can't be done online, but can on-ground.
  • The most (Stress THE MOST)primary issue with distance education is the degree of affective education taught.
  • We can use SKYPE, WIMBA or other "video" based education, but what we lose is the subtle differences of students and their interactions with others that makes it difficult to determine their level of character (highest level of affect).
  • Bill Gates may think we will have less seated instruction in the future (see another Chronicle issue elsewhere), but the backlash against online will be in the form of those who cannot interact and thus not obtain jobs (except in the places where it wont matter because none have any affect in that place).The bottom line is that we are losing a major portion of our education system in a pure online education format. Until we recognize how to better teach affective education with online, and more importantly assess that type of education, we will have major issues not only in higher education, but also in industry/business.And this is an open invitation for Bill Gates to discuss this issue.
  • "Quality on-line teaching is harder than regular classroom teaching, but poor on-line teaching is easier than regular classroom teaching."
  • But can I make it more specific - "Quality on-line teaching is harder (taking more time, e.g.)than regular classroom teaching of the same quality (in achieving the same extent of satisfaction in students, e.g.)?"
  • However, no one has mentioned the preparation required for quality online instruction. Some building blocks of good online programs are high quality/targeted content, flexible tools for development and delivery, engaging and interactive design, attentive and responsive instructors during the class, self motivated learners, and as always outcomes-based curriculum.
Barbara Lindsey

Free as in Freedom: The Power of Pull - John Seely Brown - 0 views

www.learninggeneralist.com/...-of-pull-john-seely-brown.html

seelybrown gaming cop

shared by Barbara Lindsey on 04 Nov 10 - No Cached
  • The 21st century has changed the game completely. The infrastructure is driven by the continual advances in computing, storage and bandwidth. There's no stability in sight.
  • In a world of increasingly rapid change, the half life of a given skill is constantly shrinking and the predictability of future needs is increasingly less certain. We're having to move from stocks to flows. This means we move from protecting knowledge assets to participating in knowledge flows. This means that our learning strategy moves to having a strong tacit component as against a hoarding mindset of stocking knowledge.
  • We're creating a lot of information everyday more in every two days than we did from the dawn of man to 2003.
  • ...6 more annotations...
  • We need to rethink how we learn and deal with the tacit knowledge.
  • Dusty wanted to put Maui on the surfing map. Dusty found four peers in the same age group and decided to build a scheme of collaboration - the likes of which the world has never seen. Dusty was the first junior champion ever in Maui and came up with a new genre - aerial surfing
  • Here are some things they did in their learning community:They are willing to keep failing because they knew they could learn from failure.They collectively analysed each frame of videos of the best surfers across the world.The used video camera to capture and analyse their own moves. They deconstruct their own technique by watching each frame of their work on the beach.They pulled ideas from various sports - windsurfing, skateboarding, mountain biking, motorcross, etc. The cool stuff is they've taken ideas from different domains and applied them to their own domain. They've understood the idea of 'spikes', where they've travelled to the expertise hotspots for surfing across the world to learn their trade. Now they're a bit of a spike in themselves.
  • This is an example of deep collaborative learning with each other. They are people that are passionate about a trade and they chase extreme performance with a deep questing disposition. They learn themselves from the things that others are doing around them. They have a commitment to indwelling -- they soak up the world around them.
  • The second story JSB has is about WOW - The World of Warcraft. It's a massively multi-player online role-playing game (MMORPG). There's a reason we need to care. This is the first domain where we've discovered a place where we don't have diminishing returns, we have exponentially increasing returns. The sense of joint collective activity is pretty awesome as one of the TWU students pointed as well. The core of the game is really more the social life on the edge of the game. The edge is often called a knowledge economy. WOW is way too complicated to play without complex analysis tools and dashboards, but these dashboards are tailored to each player to measure their own performance and are a key to their mastery at the game. This is quite curious -- don't managers develop dashboards to look at their people? This is obviously a game changing way to self-reflect. The cool thing that goes is after action reviews -- this is very in tune with the Agile Retrospectives idea. This is an example of blending the tacit and the cognitive. This is collective indwelling and reflection. While they marinate and learn in a social context, they also reflect together when they're done, so they can learn from each other. This is the way grandmasters learn -- they practice with peers and then reflect on what they did. This is the way hackers practice their trade.
  • There's an incredibly rich knowledge economy around this game. On a typical night there are about 10-15000 new ideas coming up about the game. There are blizzard forums, databases, blogs, wikis, videos and what not. The way people absorb all of this is that guilds (player teams) self-organise into being a knowledge refining community to work together, curate content and then collectively learn amongst themselves. This is the idea of a personal learning network (PLN) IMO.
Barbara Lindsey

Lead article: How did a couple of veteran classroom teachers end up in a space like thi... - 0 views

kt.flexiblelearning.net.au/...g-social-software-and-teaching

blog course hyperlink management

shared by Barbara Lindsey on 07 Nov 07 - Cached
  • With social networking and media-sharing practices rapidly assuming a central role in our professional and personal lives, teachers have a responsibility to bring these practices into the classroom.
    • Barbara Lindsey
      Barbara Lindsey on 07 Nov 07
       
      Why responsibility? Even if it doesn't serve a pedagogical purpose? Advance the learning that is supposed to take place?
  • technology uber-fans gush over their embrace of every new gadget, technology and practice, affixing computer-driven activities onto factory-model teaching practices as shiny appendages, resulting in a ‘technology façade’
    • Barbara Lindsey
      Barbara Lindsey on 07 Nov 07
       
      Well, I would have a problem making a direct connection between über-fans and factory-model teaching proponents. I would like to think the über-fans lean more towards constructivist practices.
  • This does not mean that traditional literacies of critical reading, thinking and communication must make way for emerging literacies of collaboration, online communication and multimedia navigation. It does mean that we have to transform our teaching to accommodate them all effectively.
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  • a tension between their passions and interests and the Academy’s curricular obligations. When woven into the fabric of the classroom, blogs allow the participants to articulate their feelings as a way of addressing these tensions. As well, blogs provide a space where the participants’ interests and passions can bubble forth for the enrichment of the group.
  • By blogging effectively within classroom settings, we can mentor learner forays into public spaces.
  • We wish to emphasise the importance of distinguishing between using blogs as holders of factory-model teaching practices, and taking advantage of their connectivity and transparency to deepen and liberate learning from the confines of stagnant, teacher-centric models. Ignoring the transformative capabilities of connectivity, some teachers using blogs merely reproduce offline practices online. Limiting classroom blogging to one-way transactions of information and directives from teacher to learners may add convenience and efficiency to the classroom, but does nothing for learning itself. Nor does assigning and directing wooden, forced, framed discussions online, which result in little more than mind-numbing ‘busy work’. We belittle and infantalise our students, further rewarding docility and disengagement if we over-direct posts by giving minute instructions as to their content, number and direction.
  • classroom blogging,
  • focusing on emerging pedagogy rather than tools
  • We will examine hyperlinked slow-blogging as reflective learning; multimedia, interactive blogging as action-based learning; and connected, transparent blogging as social learning.
  • Reflection-through-writing is a powerful aid to information retention, which is poor unless the lesson is repeated in a variety of contexts
  • The learner, in the act of writing down what s/he has learned, solidifies understanding and reveals areas of confusion.
  • Traditionally this kind of reflective narrative, found in journals and portfolios, has helped learners gain skill at meta-discourse and take responsibility for learning in liberal arts contexts. Teachers follow progress and detect comprehension gaps while coming to know learners’ styles, contexts and preferences. Learner-teacher interactions through reflective writing can deepen important bonds, an important indicator of effective learning (Raider Roth 2005).
  • different kinds of learning contexts including vocational by inviting learners to contextualise the learning in their own way within personal experience, thereby making the learning their own (
    • Barbara Lindsey
      Barbara Lindsey on 08 Nov 07
       
      An aspect of constructivist teaching and learning.
  • But if limited to the kinds of practices achieved offline, while efficient and convenient, and affording keyboarding practice, this use ignores new literacies of connectivity, collaboration, communication and multimedia expression. It also leaves out learners for whom written reflection is not always optimal or possible.
  • Although a blog organises itself, ordinarily and on first view, in reverse chronological order, the latest post being most prominent, tagging and hyperlinking allow for more associative, lateral ways of organising and connecting thoughts. Even the novice learner can transcend the limits of time and linearity in linking nascent ideas, discoveries and meta-discourse on the learning, replacing ‘…the essentially linear, fixed methods that had produced the triumphs of capitalism and industrialism with what are essentially poetic machines that capture and create the anarchic brilliance of human imagination’
  • Learners can link to practices other than written as they struggle to articulate and thus retain and apply what they have learned. For example, some learners will naturally link to audio rather than to text files of their reflections; others will link to images they have taken that are reflective of the learning process and outcomes.
  • thereby extending the reflective practice into synthesis and analysis and invention
  • If we know we are being read, that our explorations have value out in the world, we tend to take more care with our expression and our thinking as communiqués to the Other as well as to the self.
  • From learner posts, the teacher can point to models and questions, to moments of creative and critical success. Learning deepens, writing strengthens: these successes in turn pull the writer back to the blog again and again, to reflect and to improve thinking and expression skills.
  • That these messages to the self (and by extension, to the class and the world) are archived by date and category (or tag) allows them to take their place in an ongoing narrative of the learning.
  • Linking out connects us to more than ourselves. So, in this time of crumbling communities and the cult of the individual, our learners can, through active hyperlinking within a reflective learning practice, become more self-aware rather than more self-absorbed.
  • In selecting media, learners gain critical awareness of the grammar of image and sound as well as language. They learn to evaluate the impact of visual media on their discipline, on their society and on their lives as they develop skill at understanding structure, the arc of an argument, the use of transitions.
    • Barbara Lindsey
      Barbara Lindsey on 08 Nov 07
       
      But don't learners need structured guidance in order to be able to do this successfully?
  • Hendrik and Ornberg have asserted, that ‘…audio is more effective than text for creating a sense of co-presence’
    • Barbara Lindsey
      Barbara Lindsey on 08 Nov 07
       
      Reactions to this statement?
  • Students learn the discipline by doing the discipline
  • Evie’s work on the web, and in turn catapulted one of our learners into the role of activist and advocate for a cause about which she cared deeply.
  • By the end of the semester, Evie was not only a committed and involved activist for women’s rights, but a published photographer.
  • And so, the apprentice became the master, the student became the teacher, and Sean’s blog is fulfilling by becoming a valued resource for a teacher in Argentina and for her students as well.
  • Her blogging world and her real world became forever ‘intertwingled’ when she started leaving comments on the blogs of some of the graffiti artists she was following, and they, in turn, left comments on her blog. What followed was a flurry of comments, Instant Messaging (IM) conversations, Skype (r) chats and blogposts each taking Claire ever closer to the very people she has studied and admired and analysed…from afar. After the class ended (and after Claire graduated) Claire’s interest in graffiti continued.
  • But just as in the case of Sean, Claire went from being the observer to participant and now to a creator of graffiti, thanks in part to the connections made via social software tools.
  • it is not difficult to see how a tool such as a blog can keep learners immersed in course content in a way that traditional, teacher and textbook-centric teaching simply cannot.
  • A third, and perhaps most significant, role for classroom blogs to play, then, is in social learning, in the forming of close bonds within the learning community itself and with the outside world. Blogs afford learners a strong sense of belonging to a dynamic learning collaborative, following the apprenticeship model of learning, in which everyone is expert and apprentice to one another
  • The job of the teacher using social software is to create an understanding in and amongst the participants that they need to work together as a social entity, as a collaborative group, that is linked to and communicating among themselves as well as with the world.
  • Student bloggers learn by collaborating with one another through online group projects and through discussions, both formal and informal, that spring up on a central course blog, what we call the ‘Motherblog’, and by linking to one another within their own blogs, and creating feedback loops through the commenting function. Students also learn from one another through the blog archives, which grow year by year. Although we still teach in a departmentalised, semesterised system, the archiving subverts the notion of isolated learning segments by carrying the blog’s accumulated wisdom from group to group, informing the new learners’ experiences by adding context, models and inspiration
  • And unlike a discussion board that might be hosted on a course management tool such as Blackboard, these multimedia posts and comments are archived, hyperlinked and are open and available to all and not just the class.
    • Barbara Lindsey
      Barbara Lindsey on 08 Nov 07
       
      Critical difference.
  • Learners and teachers bring into the community discussion their own expertise, prior learning, cultural perspectives. They can converse here about what interests them about what they are studying. This kind of informal discussion weaves the threads of collective intelligence, and it helps learners to think beyond the strict confines of the syllabus, seeing connections to themselves and the world.
  • The class uses Flickr to collect and share images to be used in image-only essays and reflections, and in multimedia texts.
    • Barbara Lindsey
      Barbara Lindsey on 08 Nov 07
       
      How interesting.
  • As Garrison and Anderson (2003) point out, ‘…a community of learners is an essential, core element of an educational experience when higher-order learning is the desired outcome’ (2003:22)
    • Barbara Lindsey
      Barbara Lindsey on 08 Nov 07
       
      A good rationale for collaborative engagement.
  • Using blogs as a complement to the face-to-face classroom environment not only provides more time on task for the learners, but if left open to world (as opposed to behind a firewall or a password or contained within the shell of a Learning Management System) these tools allow the real world - those crucial informal learning networks - into our classrooms…and the remarkable connections that happen as a result.
  • We can invite the outside world into the course intentionally, by asking experts in our field to participate in time-limited blog-based discussions with our learners. In these ‘blogging invitationals’ our learners can interact with professionals, joining the conversation of the real-world discipline in a meaningful way.
  • Other powerful connections with the world outside the classroom can occur through inter-classroom or inter-school blogging exchanges, or in service-learning initiatives, in which university learners, for example, mentor younger learners via connected blogging and feedback through comments, classroom to classroom, as writing buddies.
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