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Barbara Lindsey

Social Media in Africa, Part 3: Democracy - ReadWriteWeb - 0 views

www.readwriteweb.com/...ica_democracy_social_media.php

critical_pedagogy social_justice social_networking mobile_phones africa mobile

shared by Barbara Lindsey on 05 Apr 10 - Cached
Barbara Lindsey

Amazon Kindle: Collaboration: How Leaders Avoid the Traps, Create Unity, and Reap Big R... - 0 views

kindle.amazon.com/...B002OF59CS

kindle highlights datamining finding filtering information discussion class

shared by Barbara Lindsey on 29 Dec 10 - No Cached
  • Barbara Lindsey on 29 Dec 10
     
    An example of how the use of annotation of an online book could be used to support differentiated learning and promote in-class discussion, by looking at and discussing what was highlighted by members within and outside the group (class) number of highlights and ranking of highlights for a particular book.
Barbara Lindsey

YouTube - lifeinaday's Channel - 0 views

www.youtube.com/lifeinaday

video onedayonearth annotated

shared by Barbara Lindsey on 26 Oct 10 - Cached
  • Barbara Lindsey on 26 Oct 10
     
    One Day on Earth video. Geotagged clips
Barbara Lindsey

2008 Horizon Report » One Year or Less: Grassroots Video - 0 views

wp.nmc.org/...grassroots-video

shared by Barbara Lindsey on 09 Sep 08 - Cached
  • Rather than investing in expensive infrastructure, universities are beginning to turn to services like YouTube and iTunes U to host their video content for them. As a result, students—whether on campus or across the globe—have access to an unprecedented and growing range of educational video content from small segments on specific topics to full lectures, all available online.
    • Barbara Lindsey
      Barbara Lindsey on 09 Sep 08
       
      We don't need expensive (to build and maintain) ITV rooms any more.
  • Video capture, in the hands of an entire class, can be a very efficient data collection strategy for field work, or as a way to document service learning projects. Video papers and projects are increasingly common assignments. Student-produced clips on current topics are an avenue for students to research and develop an idea, design and execute the visual form, and broadcast their opinion beyond the walls of their classroom.
  • social networking communities that have evolved around video
  • ...6 more annotations...
  • Amateur cinematographers and musicians use hosting sites to reach a broader audience for their work and to build a network of fans. Increasingly, learning organizations, faculty, scholars, and students are using these tools as well, and in the coming year, it is very likely that such practice will enter the mainstream of use in these institutions.
  • Two professors
  • video illustrates the mathematical concept i
  • video has been watched more than 1.2 million times since it was put on YouTube.
  • VideoANT is an online environment developed at the University of Minnesota that synchronizes web-based video with an author’s timeline-based text annotations. VideoANT is designed to engage learners by supporting interactions between students, instructors, and their video content.
    • Barbara Lindsey
      Barbara Lindsey on 09 Sep 08
       
      Why not mention Viddler? Does the same and no issues with hosting and has more traffic.
  • Examples of Grassroots Video
    • Barbara Lindsey
      Barbara Lindsey on 09 Sep 08
       
      Serious omission of Prof. Wesch's work...
Barbara Lindsey

Educational Trends « Beyond WebCT: Integrating Social Networking Tools Into L... - 0 views

beyondwebct.wordpress.com/...educational-trends

educational trends comments

shared by Barbara Lindsey on 02 Feb 10 - Cached
  • can one annotate on electronic books
  • “We must rethink ourselves.”
  • there is still a certain hierarchy that needs to be in place or else personal interest will become conflated with the interests of grading (we are still vested with a certain institutional authority, whether or not this is a pedagogical approach)
  • ...9 more annotations...
  • I share your worry about technology becoming a roadblock instead of an open door in teaching.
  • Hopefully, as these approaches become more common and institutionalized, it there will be more opportunities to receive support from colleagues and other educators in their implementation.
  • Online materials are not necessarily peer reviewed, and those which are protected by copyright end up with inflated prices. I am not sure what the answer to this problem might be, but it is something that I would like to examine further in class.
  • Both the teacher AND the students become the LEARNERS.
  • The learners will label, name and design… 2. The learners will paraphrase, explain and illustrate… 3. The learners will demonstrate, prepare and solve… 4. The learners will differentiate, analyze and infer… 5. The learners will devise, revise and integrate… 6. The learners will evaluate, critique and compare…
    • Barbara Lindsey
      Barbara Lindsey on 02 Feb 10
       
      Bloom's taxonomy
  • both assume a business model of competition and profit. Education needs to maintain its sovereignty from what is really a form of hegemony.
  • But that the existence of such technology necessitates a total rethinking of the whole process seems like a power grab by a pervasive form of administration that stems from the business world. It is ridiculous that to be able simply to sit with a book in one’s lap and not be compelled to maintain permanent connectivity has become an act of resistance.
  • And I didn’t really want to hear the opinions of the other students who didn’t know anything more than I did. Or rather, it was nice to have discussions about the professor’s lecture, but without the lecture, there wouldn’t have been anything to discuss. We would have a book club, not a class.
  • By de-emphasizing content and knowledge, we’re turning students into middlemen who will know how to use technology to present a given subject matter, but who will be free to forget it as soon as the next task arrives on their desk.
Barbara Lindsey

2010 Horizon Report » Executive Summary - 0 views

wp.nmc.org/...executive-summary

HorizonReport

shared by Barbara Lindsey on 28 Jan 10 - Cached
  • The annual Horizon Report describes the continuing work of the New Media Consortium’s Horizon Project, a qualitative research project established in 2002 that identifies and describes emerging technologies likely to have a large impact on teaching, learning, or creative inquiry on college and university campuses within the next five years.
  • six emerging technologies or practices are described that are likely to enter mainstream use on campuses within three adoption horizons spread over the next one to five years.
  • In the seven years that the Horizon Project has been underway, more than 400 leaders in the fields of business, industry, technology, and education have contributed to this long-running primary research effort. They have drawn on a comprehensive body of published resources, current research and practice, their own considerable expertise, and the expertise of the NMC and ELI communities to identify technologies and practices that are beginning to appear on campuses or are likely to be adopted in the next few years.
  • ...1 more annotation...
  • Each topic is introduced with an overview that describes what it is, followed by a discussion of the particular relevance of the topic to education, creativity, or research. Examples of how the technology is being, or could be applied to those activities are given. Finally, each section closes with an annotated list of suggested readings and additional examples that expand on the discussion in the report and a link to the tagged resources collected during the research process
  • Barbara Lindsey on 28 Jan 10
     
    The annual Horizon Report describes the continuing work of the New Media Consortium's Horizon Project, a qualitative research project established in 2002 that identifies and describes emerging technologies likely to have a large impact on teaching, learning, or creative inquiry on college and university campuses within the next five years.
Chenwen Hong

YouTube Launches Auto-Captioning for Videos - 0 views

mashable.com/...youtube-auto-captioning

audio captioning video youtube social annotation deaf

shared by Chenwen Hong on 07 Mar 10 - Cached
  • ouTube, Google, Stanford, Berkeley, and the California School for the Deaf (CSD) are about to speak on YouTube and accessibility.
  • Now the Google Speech Technology team is speaking about the challenges they faced to get auto-captioning operational. Their vision was to create accurate captions for all videos in all languages, but had to deal with huge vocabularies, background noise, poor recordings, accent variability, and distinguishing between song and speech.- Google’s approach is to deliver captions from the cloud, given them the ability to rapidly iterate and model at a large scale.
  • You can only caption your own videos — you can’t just caption someone else’s videos.
  • ...4 more annotations...
  • You can see the full caption file with timestamps and even download them as a text document. You can also upload your own captions as its own track — useful if auto-captioning isn’t doing the job or to make edits to the auto-captioned text.
  • With auto-captioning, these people can simply use text-based search to find what they need.
    • Chenwen Hong
      Chenwen Hong on 28 Mar 10
       
      This means auto-captioning works well as an index for videos. One of its strengths, particularly for us instructors, can be that it helps us effeciently locate relevant clips of videos. This function should also be helpful to our students because we can add notes into the clips at specific frames. Well, the downside is that one might misinterpret videos or misunderstand creators' intentions when using only parts of the videos to suit one's own purposes.
  • You can specify search only brings up videos with closed captioning (it shows the cc icon in search). In the past, when he was at MIT, he couldn’t understand lectures because he had no sign interpreter. Now he can use the captioning to watch lectures he missed.
  • Now students of the California School for the Deaf are speaking (sign language) on how they feel not excluded anymore from the major phenomenon of web video and are grateful to Google for building this technology.
Barbara Lindsey

Why Would Teachers Use Diigo? | Clif's Notes - 0 views

clifmims.com/235

diigo beyondwebct grants aroundtheworld web2.0 annotation socialnetworking education teachers ctcolt08

shared by Barbara Lindsey on 17 Mar 10 - Cached
  • Barbara Lindsey on 17 Mar 10
     
    Reader responses to the query: Why would teachers use diigo? Go over to Clif's diigo account and see all the updated responses.
Barbara Lindsey

YouTube - Subtitles - 0 views

www.youtube.com/watch

subtitles social annotation

shared by Barbara Lindsey on 30 Mar 10 - Cached
  • Barbara Lindsey on 30 Mar 10
     
    Humorous take on subtitling
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