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Barbara Lindsey

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

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

googlemaps maps actfl09 mafla09 paris tour 360

shared by Barbara Lindsey on 20 Jul 09 - Cached
  • Barbara Lindsey on 20 Jul 09
     
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Barbara Lindsey

With workplace training, Japan's Kosen colleges bridge 'skills gap' - The Washington Post - 0 views

www.washingtonpost.com/...gIQAF0gmjL_story_1.html

japan highered bridge tech skills training

shared by Barbara Lindsey on 15 Oct 11 - No Cached
  • Barbara Lindsey on 15 Oct 11
     
    How could this model be adapted for use in the U.S.? And integrate the liberal arts? Thinking how you could include ethics, arts, philosophy, culture...
Barbara Lindsey

An Experiential, Mobile-Device Driven Communications Exercise « User Generate... - 1 views

usergeneratededucation.wordpress.com/...driven-communications-exercise

mobile learning gerstein

shared by Barbara Lindsey on 28 Nov 11 - No Cached
  • I adapted the Bridge-It communications exercise to incorporate my students’ (most ages 17-20) mobile devices.  It combined some of my favorite instructional strategies:
    • Barbara Lindsey
      Barbara Lindsey on 28 Nov 11
       
      Do you think this activity could be used in your classes? How would you modify it? Would it address assessment? Would it be authentic? Any other comments?
Barbara Lindsey

Pontydysgu - Bridge to Learning » Blog Archive » Learners can use technologie... - 0 views

www.pontydysgu.org/...he-problem-is-the-institutions

assessment charges facebook groups homework misconduct university

shared by Barbara Lindsey on 16 Mar 08 - Cached
  • “First-year student Chris Avenir is fighting charges of academic misconduct for helping run an online chemistry study group via Facebook last term, where 146 classmates swapped tips on homework questions that counted for 10 per cent of their mark.
  • using Facebook to talk about schoolwork, when actually it’s no different than any study group working together on homework in a library,” said Neale.
  • if I post a question about physics homework on my friend’s wall (a Facebook bulletin board) and ask if anyone has any ideas how to approach this – and my prof sees this, am I cheating?” said Neale, who has used Facebook study groups herself.”
  • ...2 more annotations...
  • if this kind of help is cheating, then so is tutoring and all the mentoring programs the university runs and the discussions we do in tutorials.
  • every survey of employers suggests that the ability to work as part of a team is both one of the most sought after competencies and one which they feel is not being taught by the education system.
Barbara Lindsey

Web 2.0: What does it constitute? | 11 Feb 2008 | ComputerWeekly.com - 0 views

www.computerweekly.com/....0-what-does-it-constitute.htm

web2.0

shared by Barbara Lindsey on 11 Sep 08 - Cached
  • O'Reilly identified Google as "the standard bearer for Web 2.0", and pointed out the differences between it and predecessors such as Netscape, which tried to adapt for the web the business model established by Microsoft and other PC software suppliers.
  • Google "began its life as a native web application, never sold or packaged, but delivered as a service, with customers paying, directly or indirectly.
  • perpetual beta, as O'Reilly later dubbed it
  • ...13 more annotations...
  • Perhaps the most important breakthrough was Google's willingness to relinquish control of the user-end of the transaction, instead of trying to lock them in with proprietary technology and restrictive licensing
  • O'Reilly took a second Web 2.0 principle from Peer-to-Peer pioneer BitTorrent, which works by completely decentralising the delivery of files, with every client also functioning as a server. The more popular a file, is, the faster it can be served, since there are more users providing bandwidth and fragments of the file. Thus, "the service automatically gets better the more people use it".
  • Taking another model from open source, users are treated as "co-developers", actively encouraged to contribute, and monitored in real time to see what they are using, and how they are using it.
  • "Until Web 2.0 the learning curve to creating websites was quite high, complex, and a definite barrier to entry," says the third of our triumvirate of Tims, Tim Bray, director of Web Technologies at Sun Microsystems.
  • Web 2.0 takes some of its philosophical underpinning from James Surowiecki's book The Wisdom of Crowds, which asserts that the aggregated insights of large groups of diverse people can provide better answers and innovations than individual experts.
  • In practice, even fewer than 1% of people may be making a useful contribution - but these may be the most energetic and able members of a very large community. In 2006 1,000 people, just 0.003% of its users, contributed around two-thirds of Wikipedia's edits.
  • Ajax speeds up response times by enabling just part of a page to be updated, instead of downloading a whole new page. Nielsen's objections include that this breaks the "back" button - the ability to get back to where you've been, which Nielsen says is the second most used feature in Web navigation.
  • "Everybody who has a Web browser has got that platform," says Berners-Lee, in a podcast available on IBM's developerWorks site. "So the nice thing about it is when you do code up an Ajax implementation, other people can take it and play with it."
  • Web 2.0 is a step on the way to the Semantic Web, a long-standing W3C initiative to create a standards-based framework able to understand the links between data which is related in the real world, and follow that data wherever it resides, regardless of application and database boundaries.
  • The problem with Web 2.0, Pemberton says, is that it "partitions the web into a number of topical sub-webs, and locks you in, thereby reducing the value of the network as a whole."
  • How do you decide which social networking site to join? he asks. "Do you join several and repeat the work?" With the Semantic Web's Resource Description Framework (RDF), you won't need to sign up to separate networks, and can keep ownership of your data. "You could describe it as a CSS for meaning: it allows you to add a small layer of markup to your page that adds machine-readable semantics."
  • The problems with Web 2.0 lock-in which Pemberton describes, were illustrated when a prominent member of the active 1%, Robert Scoble, ran a routine called Plaxo to try to extract details of his 5,000 contacts from Facebook, in breach of the site's terms of use, and had his account disabled. Although he has apparently had his account reinstated, the furore has made the issue of Web 2.0 data ownership and portability fiercely topical.
  • when Google announced its OpenSocial set of APIs, which will enable developers to create portable applications and bridges between social networking websites, Facebook was not among those taking part. Four years after O'Reilly attempted to define Web 2.0, Google, it seems, remains the standard-bearer, while others are forgetting what it was supposed to be about.
Barbara Lindsey

St. Olaf College | CIS | Individual Majors | Web Portfolios - 0 views

www.stolaf.edu/...web_portfolios.htm

eportfolios assessment

shared by Barbara Lindsey on 09 Feb 10 - Cached
  • Besides demonstrating a student's grasp of the central subject of their studies, web portfolios promote four goals of liberal learning: recognizing connections, being reflective about intellectual and personal growth, building intellectual community, and building bridges to communities outside the academy.
  • Barbara Lindsey on 09 Feb 10
     
    Provides a rationale for portfolios and what they should include.
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