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Barbara Lindsey

Social Annotations in Digital Library Collections - 0 views

  • While used textbooks are obviously less costly, they often carry another benefit new textbooks don't: highlights, underscores and other annotations by their previous owners. Even though the author of, and rationale for, the annotations may be unknown, the fact that somebody found particular sections of the book important enough to emphasize tends to make the eye linger. Ideally, annotations can make learning and knowledge discovery feel less like a solitary pursuit and more like a collaborative effort.
  • At first glance, it would seem that the trustworthiness of an unknown individual who has interpreted or appended an author's work would be questionable, but several reasonable assumptions can be made that contribute to the perceived authority of an unknown annotator. At the very least, they read the work and took the time to make the annotations, which may question or clarify certain statements in the text, and create links to other works, authors or ideas. The subsequent reader of an annotated work then has one or more additional perspectives from which to evaluate the usefulness of the text and annotations, and more implied permission to add his or her own interpretations than in an unannotated text. Published scholarly works are objects for discussion in an ongoing conversation among a community of knowledge seekers, and whether via formal citation in later publications or annotations in existing ones, all are designed to advance the generation and exchange of ideas.
  • Most critically, knowledge discovery and transfer is no longer restricted to a model of one expert creator to many consumers. In Web 2.0, consumers are creators, who can add their voices to both expert and non-expert claims. Users get the benefit of multiple perspectives and can evaluate claims in the best tradition of participative, critical inquiry.
  • ...3 more annotations...
  • However, as with annotations in paper books, sometimes the value of an annotation goes beyond its content. Marshall (1998) suggests that the very act of evaluating a handwritten annotation's relevance creates a level of critical engagement that would not happen while reading a clean copy of a book. Marshall studied university students' annotations in textbooks, and found that students preferred books that had been marked by previous readers, as long as the marks were intelligible.
  • Similarly, Sherman (2008) studied marginalia in English Renaissance texts and found that students of the time were routinely taught that simply reading a book was insufficient. In order to have a "fruitful interaction" (p. 4) with a text, marking it up with one's thoughts and reactions was considered essential. Marginalia and other signs of engagement and use – even such apparently content-neutral additions as food stains – Sherman sees as valuable evidence of reader reaction, and the place of the physical information object in people's lives.
  • In a study of flickr.com, Ames and Naaman (2007) created a taxonomy of motivations for annotation along two dimensions: sociality and function. The latter dimension echoes people's motivation to annotate printed textbooks: the function of making important or interesting passages more easily findable for later review. The sociality dimension is a component of the Web infrastructure – making photographs findable for others, and creating shared tagsets for people with similar interests, so they might collaborate more easily. In this sense, photographs are boundary objects (Star and Griesemer 1989), around which diverse individuals can interact and communities can build (Gal, Yoo and Boland 2006). Digital collection items can also be boundary objects, even if those conversations take place asynchronously.
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    This article analyzes the integration of social annotations - uncontrolled user-generated content - into digital collection items.
Barbara Lindsey

Curriculum21 - Annotexting - 0 views

  • Students are asked to read closely, cite evidence, and make evidence based inferences when they read. They are expected to deepen their learning by valuing textual evidence and reading critically.  Annotating text is one way students can cite textual evidence, infer and deepen meaning as they read..
  • Annotations make thinking visible for teachers and students. We can use the words and features of a text to better comprehend it, ask questions, and note our thoughts while reading. One goal of comprehension is that students will be proficient annotators of texts to understand more deeply by interacting and making thinking transparent while they read.
  • There are many reasons to ask students to annotate text: for basic comprehension, to show evidence of conceptual understanding, to show what is implied, to identify the claims in an argument, to read like a writer and identify characteristics of genre, to notice the nuance of language…and many other reasons.   Giving guidance as to what we want students to annotate for will be beneficial for the reader. Otherwise, they will annotate everything that comes to mind, and the work may not be helpful to the reader or the teacher.
  • ...2 more annotations...
  • Students submit their annotations via their smart phones or other digital devices, and then analyze each other’s notations collectively.  They could be looking for main ideas, thematic and literary elements, or big ideas from the work.   They could be looking for evidence of connections to other texts, their own experiences, or world issues. They could simply be searching for meaning to support them when reading complex texts. In addition, students could reflect on the collective evidence as a metacognitive activity to assess their own learning.  Perhaps the collaborative exercise raised new questions for them or offered them new ways of thinking about the text. Perhaps there is something else the student wants or needs to know?
  • What would have changed in the interpretation of this poem if our perspectives were woven together? Does the collaborative process of conversation yield a greater product? Does the thinking extend when multiple perspectives are mixed? Does the evidence yield to strategic thinking when multiple viewpoints are involved?
Barbara Lindsey

ACTFL Guidelines 2012 - 0 views

  • The Guidelines are not based on any particular theory, pedagogical method, or educational curriculum. They neither describe how an individual learns a language nor prescribe how an individual should learn a language, and they should not be used for such purposes. They are an instrument for the evaluation of functional language abilityfunctional language abilityA language user's ability to accomplish real world communicative tasks such as handling a simple social transaction or resolving a situation with a complication..
  • what individuals can do with language in terms of speaking, writing, listening, and reading in real-world situations in a spontaneous and non-rehearsed context.
  • These Guidelines present the levels of proficiency as ranges, and describe what an individual can and cannot do with language at each level, regardless of where, when, or how the language was acquired.
  • ...1 more annotation...
  • five major levels of proficiencyproficiencyOne's functional language ability.: Distinguished, Superior, Advanced, Intermediate, and Novice.
Barbara Lindsey

ehelfant's annotation Bookmarks on Delicious - 0 views

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    Annotation services
Barbara Lindsey

Digitally Speaking / Social Bookmarking and Annotating - 0 views

  • intellectual philanthropy and collective intelligence
  • While these early interactions are simplistic processes that by themselves aren't enough to drive meaningful change in teaching and learning, they are essential because they provide team members with low risk opportunities to interact with one another around the topics, materials and instructional practices that should form the foundation of classroom learning experiences.
  • A tagging language is nothing more than a set of categories that all members of a group agree to use when bookmarking websites for shared projects.
  • ...6 more annotations...
  • In Shirky's terms, teams that embrace social bookmarking decrease the "cost" of  group transactions.  No longer do members resist sharing because it's too time consuming or difficult to be valuable. Instead, with a little bit of thought and careful planning, groups can make sharing resources---a key process that all learning teams have to learn to manage---remarkably easy and instant.
  • Imagine the collective power of an army of readers engaged in ongoing conversation about provocative ideas, challenging one another's thought, publicly debating, and polishing personal beliefs.  Imagine the cultural understandings that could develop between readers from opposite sides of the earth sharing thought together.  Imagine the potential for brainstorming global solutions, for holding government agencies accountable, or for gathering feedback from disparate stakeholder groups when reading moves from a "fundamentally private activity" to a "community event."
  • Understanding that there are times when users want their shared reading experiences to be more focused, however, Diigo makes it possible to keep highlights and annotations private or available to members of predetermined and self-selected groups.  For professional learning teams exploring instructional practices or for student research groups exploring content for classroom projects, this provides a measure of targeted exploration between likeminded thinkers.
  • Diigo takes the idea of collective exploration of content one step further by providing groups with the opportunity to create shared discussion forums
  • Many of today's teachers make a critical mistake when introducing digital tools by assuming that armed with a username and a password, students will automatically find meaningful ways to learn together.  The results can be disastrous.  Motivation wanes when groups using new services fail to meet reasonable standards of performance.  "Why did I bother to plug my students in for this project?" teachers wonder.  "They could have done better work with a piece of paper and a pencil!"
  • With shared annotation services like Diigo, powerful learning depends on much more than understanding the technical details behind adding highlights and comments for other members of a group to see.  Instead, powerful learning depends on the quality of the conversation that develops around the content being studied together.  That means teachers must systematically introduce students to a set of collaborative dialogue behaviors that can be easily implemented online.
Barbara Lindsey

Our Annotated HTML Video Player: Free and Open Source | Rural West Initiative - 0 views

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    Had they not seen Vimeo?
Barbara Lindsey

Technology and Education | Box of Tricks - 0 views

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    José Picardo's blog post about annotating and sharing links with students using Diigo
Barbara Lindsey

YouTube - The Muppets: Beaker's Ballad - 0 views

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    Social annotation overload
Barbara Lindsey

Digital Ethnography » Blog Archive » "An anthropological introduction to Y... - 0 views

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    An annotated timeline of Prof. Wesch's video
Barbara Lindsey

Stickis - 0 views

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    Stickis lets you see what your friends are interested in around the web, and talk back too. Annotate web sites and share within your network.
suzanne ondrus

Social Media in Africa, Part 2: Mobile Innovations - ReadWriteWeb - 1 views

  • social media technology conference PICNIC2008
  • conference featured prolific social entrepreneurs and technology developers from around the world who offered insight into various projects from the African continent.
  • Africa is unique in that it seems to have bypassed the same era of community infrastructure building that has occurred in developed nations around the world.
  • ...8 more annotations...
  • most of the technologies that currently permeate Africa aren't terrestrial. There are very few telephone lines, but mobile penetration is higher than any other region in the world.
  • Instead, internet connectivity is distributed nearly entirely by satellite.
  • The developers who are coming up with solutions in the continent, the ones who are writing software or hacking hardware, are creating for some of the harshest environments and use-cases in the world. If it works in Africa, it will work anywhere."
    • suzanne ondrus
       
      The word "developers" could also be "capitalists." Again, I don't see why cell phones are so expensive in Benin & Burkina Faso!!
  • Perhaps this thought is what motivated Google to invest in O3B Networks earlier this month. O3B Networks is an ambitious attempt to bring three billion people in the developing world (mainly in parts of Asia and Africa) online by launching sixteen inexpensive, low-orbit satellites. The potential benefits for Google are obvious. This is three billion new internet users, who will more than likely use Google to search, and who will potentially click-through Adsense links and use other Google products. An indicator that Google may be anticipating as much is their move into Africa last year. They've since opened offices and hired people in both South Africa and Kenya with plans to eventually operate out of all sub-Saharan African countries.
  • At the end of 2007 there were over 280 million mobile phone subscribers in Africa, representing a penetration rate of 30.4% Africa has become the fastest growing mobile market in the world with mobile penetration in the region ranging from 30% to 100% from country to country. Fastest growing markets are in Nigeria, South Africa and Egypt
  • The Democratic Republic of Congo, population 60 million, has 10,000 fixed telephones but more than a million mobile phone subscribers. In Chad, the fifth-least developed country, mobile phone usage jumped from 10,000 to 200,000 in three years.
  • Micro-payments and Mobile Banking
  • Mobile News Reporting
Barbara Lindsey

The Device Versus the Book -- Campus Technology - 0 views

  • reading for learning is not the same activity as reading for pleasure, and so the question must be asked: Do these devices designed for the consumer book market match up against the rigors of academic reading?
  • Each school ran its pilot in courses that used texts without color graphs or complex illustrations, so that the known limitations of the devices’ E Ink grayscale electronic-paper display wouldn’t be a hindrance in the students’ learning.
  • There were qualities of both the Kindle DX and Sony Reader that the students felt showed promise, and that made them enthusiastic for the day when e-readers’ functionality as an academic tool becomes a reality. These features include the easy-to-read E Ink screen; the size, weight, and durability of the devices; and the long battery life. But students encountered limitations in the devices that made them inadequate for reading academic texts.
  • ...5 more annotations...
  • students need to be able to highlight important passages, make notes in the margins of the text, and quickly skim through passages to refresh and compare information. In all three pilots, the students felt that e-readers were not yet ready to meet these academic needs.
  • the Kindle’s small keyboard makes the annotation process very labor-intensive
  • Because the keyboard is so small, and because there was a significant latency between typing the note and the note appearing on screen, a lot of students found that they were overtyping. Many of the students got fed up with the keyboard, so they would just read on their Kindle and make notes in a separate notebook.” Also, the Kindle allows readers to make annotations only in e-book-format files, meaning that students couldn’t insert notes on any PDF-format files that were on the devices. “I think the first [e-reader] manufacturer that figures out how to make a PDF that you can also annotate is going to snag this market,” Temos predicts.
  • He is hesitant, though, to say that this problem is primarily because of a deficiency in the device, when it could just as easily be that the students need to adapt to using a new technology. “[ASU is] going to look at whether this is something that students get used to in the second semester of the pilot and eventually prefer, or if it remains consistent that they continue to prefer paper,” he says. “I think we don’t know that yet.”
  • Highlighting text with the Kindle was not much easier or more satisfying for Princeton students. Much of the difficulty was due to the inability to highlight in color on the grayscale E Ink screen. “The highlighting on the Kindle isn’t actually highlighting; it just makes an underline,” Temos explains. “The students want something more emphatic than that.” Students also found it awkward to highlight long passages using the trackball. “Highlighting over a page break on the Kindle is a real feat,” Temos laughs. “If you actually extend your highlight from one page to the next you feel a real sense of accomplishment.”
Barbara Lindsey

Sundry Notes - 0 views

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    Free and for fee iPad app that allows you to capture and annotate notes with drawings, scribbles, videos, pics and share with others
Barbara Lindsey

A Difference: Flickring Mind Maps ... making learning sticky - 0 views

  • If the school division didn't have a filter this project could have started more safely.
  • I expect a lot of deep learning to come out of this. This assignment is being marked for completion only; if it's done they get 100%, if not they get 0%
  • I characterize this as assessment for learning.
  • ...8 more annotations...
  • there must be a minimum of 5 public pictures in the account in order to start this review process.
  • If they are real pictures, the public photos in the account are added to the pool of pictures in flickr searches and RSS feeds.
  • In the course of looking for the pictures and creating the annotated hot spots they will be thinking about the material covered in a new way and strengthening the mental links to the concepts they have learned. I hope to make their learning sticky.
  • reating digital mind maps of the material we learned way back at the beginning of the semester.
  • At exam time they can review all the annotated pictures in the pool made by themselves and their classmates. They will be teaching and learning from each other.
  • They can use the pictures in projects, assignments and blog posts. I will also be able to use them the next time I teach the course to benefit the next group of students. They will be teaching people they have never met. They are also building a permanent resource collection.
  • They are talking to other students and teachers in the building about this. A buzz is growing. Can you imagine the conversations they are having at home? They are involving their families and friends in their learning.
  • As pictures began to come up in public searches on flickr for each of the unique course tags, I created a flickr badge (you'll have to "sign in" to follow that link) for each class. I put it in each blog's sidebar under the heading "Our Math Photo Gallery." The engine behind the badges is the RSS feed associated with each unique course tag. Flickr generates these RSS feeds automatically.
Barbara Lindsey

hoo-koo-e-koo on Flickr - Photo Sharing! - 0 views

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    Annotated flickr photo
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