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Barbara Lindsey

Classroom in the Cloud: 5 Awesome Things You Can Do With an IPad and an LCD Projector -... - 0 views

ictmflnews.posterous.com/e-cloud-5-awesome-things-you-c

classroom ipad projector

shared by Barbara Lindsey on 20 Dec 11 - No Cached
  • Barbara Lindsey on 20 Dec 11
     
    How you can use an iPad as a doc camera
Barbara Lindsey

Teaching Style, Not Computers, Appears To Be Biggest Factor In Classroom Distraction | ... - 0 views

www.techdirt.com/...or-classroom-distraction.shtml

teaching style computers factor distraction classroom attention

shared by Barbara Lindsey on 08 Mar 12 - No Cached
  • Barbara Lindsey on 08 Mar 12
     
    Fall 2012 syllabus
Barbara Lindsey

Flipped Classroom: The Full Picture for Higher Education « User Generated Edu... - 0 views

usergeneratededucation.wordpress.com/...l-picture-for-higher-education

flipped classroom highered gerstein

shared by Barbara Lindsey on 16 May 12 - No Cached
  • Barbara Lindsey on 16 May 12
     
    fal 2012 syllabus
Barbara Lindsey

A Self-Appointed Teacher Runs a One-Man 'Academy' on YouTube - Technology - The Chronic... - 0 views

chronicle.com/...65793

youtube videos lecture learning disruptive education

shared by Barbara Lindsey on 07 Jun 10 - Cached
  • Watching his videos highlights how little the Web has changed higher education. Many online courses at traditional colleges simply replicate the in-person model—often in ways that are not as effective. And what happens in most classrooms varies little from 50 years ago (or more). Which is why Mr. Khan's videos come as a surprise, with their informal style, bite-sized units, and simple but effective use of multimedia.
  • Mr. Khan has a vision of turning his Web site into a kind of charter school for middle- and high-school students, by adding self-paced quizzes and ways for the site to certify that students have watched certain videos and passed related tests. "This could be the DNA for a physical school where students spend 20 percent of their day watching videos and doing self-paced exercises and the rest of the day building robots or painting pictures or composing music or whatever," he said.
  • Barbara Lindsey on 07 Jun 10
     
    "Watching his videos highlights how little the Web has changed higher education. Many online courses at traditional colleges simply replicate the in-person model-often in ways that are not as effective. And what happens in most classrooms varies little from 50 years ago (or more). Which is why Mr. Khan's videos come as a surprise, with their informal style, bite-sized units, and simple but effective use of multimedia."
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

Justice with Michael Sandel - Home - 1 views

www.justiceharvard.org

Harvard Philosophy lectures openaccess

shared by Barbara Lindsey on 11 Aug 10 - Cached
  • ustice is one of the most popular courses in Harvard’s history. Now it’s your turn to take the same journey in moral reflection that has captivated more than 14,000 students, as Harvard opens its classroom to the world.
  • - Voice your opinion in the polls- Take the pop quiz to test your knowledge - Dig deeper with in-depth readings- Hone arguments with the Discussion Guides And continue the classroom discussion—online—with other viewers from around the world.
  • Or you can start your own Discussion Circle, if your school, church, club, or organization wants to take the course as a group. It’s easy.
Barbara Lindsey

Classroom 2.0 LIVE! - Archive and Resources - 0 views

live.classroom20.com/archive-and-resources.html

classroom2.0 archive globaled10

shared by Barbara Lindsey on 11 Sep 10 - Cached
  • Barbara Lindsey on 11 Sep 10
     
    Where we can find the archive of the 9/11/10  session on the global ed conference. 
Barbara Lindsey

Wiki-Centric Learning -- THE Journal - 0 views

thejournal.com/...wiki-centric-learning.aspx

wiki classroom learning students learning2.0

shared by Barbara Lindsey on 16 Sep 10 - No Cached
  • Barbara Lindsey on 16 Sep 10
     
    Discusses ways in which wikis are being used in classrooms today. Gives Vicki Davis of Flatclassroom Project as example
Barbara Lindsey

Schools starting to allow use of digital devices - 0 views

www.azcentral.com/...llphones-school-classroom.html

schools mobile digital

shared by Barbara Lindsey on 26 Oct 10 - No Cached
  • "We want them to start modeling what they're going to see when they get out of here," said Lee, who envisions someday replacing students' print planners with online calendars. Most of all, he wants to cultivate what he calls good digital citizenship.
  • Drawing inspiration from fake Twitter accounts that parody celebrities or historical figures, Haines has had his students tweet as characters from George Orwell's "Animal Farm."
  • There is little data on how many school districts across the country have policies allowing the use of cellphones and other digital devices in class. A 2009 U.S. Department of Education survey shows only 4 percent of public-school teachers say a handheld device is available in the classroom every day.
  • ...5 more annotations...
  • "Everybody in the technology end of schools are talking about not so much loosening the reins as opening the opportunities for students," she said. "That's the world they live in - not in a classroom, in rows, with books in front of them."
  • "All the conversation, even at the grad-school level, is 'Put away your phones,' " said Sree Sreenivasan, a professor of digital media at Columbia University. "If I was a teacher, and as a parent, I would be concerned. Forty kids, all pulling out their cellphones - that's a total recipe for disaster."
  • "If you stopped and waited for every unknown to be solved, you'd never get anything done," he said.
  • "If a student is cheating, it's the same punishment as if they were using handwritten notes to cheat. If a student is using a cellphone to make threats, it's the same punishment as if they were making verbal threats," Ross said. "Cellphones didn't invent any of (those) things."
  • forcing students to pretend their phones don't exist when they enter school creates an "unrealistic environment" for children.
Barbara Lindsey

Cell Phones in the (Language) Classroom: Recasting the Debate (EDUCAUSE Quarterly) | ED... - 0 views

www.educause.edu/...192995

shared by Barbara Lindsey on 06 Oct 10 - Cached
  • My Google Voice number has served primarily as a messaging service students call (sometimes spontaneously during the instructional period, more often outside of the classroom) to record dialogues, poetry, even song, either individually or in pairs. These recordings are stored on Google servers, but can be downloaded and posted on course management pages (Moodle, Blackboard, Sakai, etc.) or podcasting, blogging, or social networking sites (I post particularly good recordings on my Spanish Facebook page). While I have yet to experiment with this particular feature, Google Voice can also be used for conference calling, and dialogues with groups of students can be recorded for later informal group or formal teacher evaluation.
    • Barbara Lindsey
      Barbara Lindsey on 06 Oct 10
       
      Do you see any issues with posting recordings on Facebook?
  • It is generally accepted that students work harder and become more engaged and invested in activities and assignments that might be publicly posted (on the Internet or otherwise). My own experience shows that students required to record speech of any kind in a computer laboratory setting spend considerable time preparing prior to recording. The very act of recording their voices — creating a permanent record of their speech — instilled a strong desire to perform well. In short, the act of recording increased students’ investment and engagement in the learning process.
    • Barbara Lindsey
      Barbara Lindsey on 06 Oct 10
       
      Do you find this to be true for your students as well? How about for you?
  • The access that I had to that student combined with the ease and speed of communication presented by Google Voice solved more than a pronunciation problem; it likely helped me head off a building class management issue by engaging that student on his terms outside of the classroom setting.
    • Barbara Lindsey
      Barbara Lindsey on 06 Oct 10
       
      Your thoughts?
  • ...2 more annotations...
  • “I have a student who hasn’t done any homework this quarter, and out of the blue he sent me a goofy text message to my Google Voice number — completely unrelated to Spanish — something like “I hate this rain”— and, being the nerdy teacher, I texted him immediately back in Spanish: “No me gusta la lluvia tampoco.” One day later, he walks in for the first time with his homework and makes a big production about turning it in. I can’t help but feel that the personal connection of texting helped him remember — and actually want to do — the work for my class.”
  • While not all students will text back when I supply SMS feedback, those that do, like this one, tend to be looking for specifics and positive reinforcement. How is this additional engagement and interaction bad?
Barbara Lindsey

High Tech Ideas for Low Tech Classrooms: VoiceThread - Teaching Village - 0 views

www.teachingvillage.org/...ow-tech-classrooms-voicethread

voicethread elementary esl Glastonbury sakamoto beyondpowerpoint

shared by Barbara Lindsey on 23 Oct 10 - Cached
  • How can we take high tech tools and make them work in low tech classrooms?
  • Students in my kids’ class are learning the alphabet. After learning each set of
  • etters, they enjoy making “human” letters.
  • ...8 more annotations...
  • This year, I’ve taken pictures in class and then uploaded the pictures to VoiceThread. I record their words for each letter sound using Audacity (another free tool that allows you to record and edit audio on your computer) and a microphone attached to my laptop. At home, I add their recorded voices to the alphabet book.
  • students’ book. I can export a video of our book, with comments, to bring back into class so we can listen to the additions and see how the book has grown. When we reach the letter Z, I’ll burn the book onto CDs for each of my students, so they’ll have a personal copy of their project.
  • anyone can add words or comments to my
  • Because VoiceThread is collaborative,
  • 1-Because of a generous network of teachers on Twitter, my students have a chance to hear English spoken in a lot of different accents, by people who speak English as a first language and by people for whom English is an additional language.
  • 2-They’re learning about countries as we see where our comments come from. 3-They have an invaluable connection with a group of students in New Jersey, who are also learning their letters and sounds, thanks to the efforts of Kim George. My students are mighty impressed with how many words Kim’s students know for each letter! (In fact, you may want to fast forward through a few of the alphabet letters when you check out the project–it has really grown since our first letters!)
  • 4-Since the book is web-based, other classes around the world can “read” our book and it can continue to grow.
  • 1-It gave my students a clear, real reason to use English. It also gave them a real audience to write for. They had something to show for their hard work, something they could share with their friends and grandchildren. 2-My students have a chance to interact with other students through comments. I embedded their project on My Corner of the World (my student blog). While they haven’t yet mastered the art of responding to comments (a few are still figuring out where they might find their email addresses ), they do enjoy reading comments from others. 3-Since it’s web-based, I can share a link with the parents of my young learners class, and they can read the book at home. In fact, anyone around the world can read the book.
Barbara Lindsey

In Defense of Open, Online Communication in Education | U Tech Tips - 0 views

www.utechtips.com/...ine-communication-in-education

onlineprivacy rights safety digitalfootprint

shared by Barbara Lindsey on 28 Oct 10 - No Cached
  • I suggested that perhaps his daughter should not leave her full name when commenting on my blog, and that I would make this suggestion to all my students so as to protect those who wished to remain anonymous.
    • Barbara Lindsey
      Barbara Lindsey on 03 Dec 10
       
      It seems that Jason Welker hadn't discussed this with his students prior to this.
  • If, in your personal view, these ethics interfere with your own child’s learning, and reduce the likelihood that she will achieve future academic or professional successes, then I would encourage you to engage her in conversations about economics in your own preferred manner and direct her to online or print media that you think will better enhance her understanding of the subject yet still allow her to meet the requirements of my course without having to participate in the public discussions and debates occurring between students and teachers around the world on my blog.
  • At the beginning of the year, we talked about the privacy issues resulting from name-identified and web-searchable articles from ZIS students and class work on your website. By when do you think you will have past, present and future contributions annonymized?
  • ...5 more annotations...
  • The father’s wish was that I would require all those who participate in discussions online to do so anonymously.
  • The most I can do is encourage my students to respond to posts using only their first name or even initials, and more importantly, to post responsible and thoughtful comments relating to the economic topics the blog discusses.
  • To the contrary, in my years of using the blog and other online media, I can point to several examples of students who were uncomfortable or shy about participating in face to face discussions with their peers in the the traditional classroom but blossomed in online discussions and debates such as those held on my blog, expressing themselves much more freely and openly in online discussion than they were ever capable of through traditional, classroom based discussions.
  • By participating in public discussion about the subject, my students have improved not only their understanding of the economic concepts I teach them, but have also strengthened their ability to critically evaluate economic topics and to engage in a broader discussion about the subject than they would have ever been able to achieve if these conversations were confined to a brick and mortar classroom of 16 students and one teacher.
  • My blog presents a forum through which my students, myself, other Economics teachers and their students, and anyone else interested in Economics can come together to learn about how our subject relates to what’s going on in the real world, but more importantly to engage in discussion and debate with one another over the issues our subject focuses on.
Barbara Lindsey

Mobile Learning Environments (EDUCAUSE Quarterly) | EDUCAUSE - 0 views

www.educause.edu/...213690

mobile learning educause

shared by Barbara Lindsey on 05 Dec 10 - No Cached
  • There are now more than 4.6 billion mobile phones in the world, according to the International Telecommunication Union (ITU)'s February 2010 press release. This means that mobile has taken the place of FM radio as the most ubiquitous communications technology on the planet.1
  • Mobile Phone Network model Centralized Peer-to-peer Content customization Uniform Personalized to context Information distribution Just-in-case Just-in-time Role of audience Consumer Equal p
  • articipant Reliability qualifier Authority Social capital Governance Institutional Relational
  • ...10 more annotations...
  • I've seen that the introduction of new technology can provide a reason to rethink a course from the ground up and reassess its core educational goals. Often the greatest educational benefits seem to come from this process, not just the technology that encouraged it.
  • It might be safe to say that each time a new medium appears, no matter how different it is from the last, the normal reaction of first adopters is to use it as a new package for existing content.
  • I've seen that the introduction of new technology can provide a reason to rethink a course from the ground up and reassess its core educational goals.
  • It can be easy to forget that we human beings are more than brains connected to an apparatus that moves us around in space. Instead, we belong to communities, we live in neighborhoods, we have local culture and events. Inquiry into these real things led to many of the fields we now call science, literature, mathematics, and history. Why then do we isolate instruction in those fields to a classroom, instead of deriving instruction from the environment from which these subjects originated?
  • place-based learning.2 One such example, Dow Day, is a mobile documentary that relives the student protests of 1967 in Madison, Wisconsin, against the Dow Chemical Company. In this activity, location-aware handheld devices add an augmented layer of history to a walk through the campus, placing the student in the role of a news reporter. By monitoring the device's GPS, Dow Day creates the illusion of additional characters standing in physical space and facilitates simulated conversations with these historical entities. In addition, when players walk to predefined media locations, they trigger video footage showing the physical scene from 40 years ago, effectively superimposing the marchers and police onto the current landscape (see Figure 2).
  • Situated theories of cognition claim that knowing and doing are inherently linked.4
  • One such example is a mobile game called Mentira, produced at the University of New Mexico. The game is designed to teach an introductory college Spanish course in ways that are contextually sound for language learning. In the first unit, students play a mystery game on handheld devices in class, taking on a role and a goal within a story told completely in Spanish. In the second part, the class moves outside to a local Spanish-speaking neighborhood where they continue the story while interacting with physical and virtual Spanish speakers in real places (see Figure 3).
  • With Mentira, students learn Spanish outside the classroom through narrative and interaction with members of a Spanish-speaking neighborhood, re-situating language in practice.
  • Identifying the disconnect, a small team from the Animal Science and the Academic Technology departments at UW–Madison are working on a prototype for hobbyist birdwatchers. WeBIRD aims to crowdsource ornithology research by providing a tool for hobbyist practitioners. A birder will record the audio of a bird heard out in the field and have the system identify the species while logging the sighting's location, current weather, time of day, and date to a central database. This data can then be used for anything from formal research of migration patterns over time to individual questions such as, "Where am I most likely to see a cardinal this time of year?" The potential for location-aware, casual gaming structures such as birder achievement badges and leader boards are also being investigated in order to provide additional social play motives for participation.
  • Learning happens anywhere someone has questions and the means to explore answers. As ubiquitous access to information continues to shift toward personal mobile devices, more and more of the learning that takes place may be happening outside of the classroom and in the context of a backyard conversation, a walk through campus, or a Taquería in New Mexico.
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