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Barbara Lindsey

iPads for College Classrooms? Not So Fast, Some Professors Say. - Technology - The Chro... - 3 views

chronicle.com/...126681

ipads education highered education2.0 learning2.0 critique

shared by Barbara Lindsey on 13 Mar 11 - No Cached
  • But Mr. Steinhaus and other administrators soon realized that the iPad, with the slow finger-typing it requires, actually makes written course work more difficult, and that the devices wouldn't run all of the university's applications.
  • When the University of Notre Dame tested iPads in a management class, students said the finger-based interface on its glassy surface was not good for taking class notes and didn't allow them to mark up readings. For their online final exam, 39 of the 40 students put away their iPads in favor a laptop, because of concerns that the Apple tablet might not save their material.
  • iPads also foster collaboration. Students using them for group assignments in a math class at Pepperdine University were more in sync than were students in a section not using iPads. The iPad-equipped students worked at the same pace as one another and shared their screens to help one another solve tough problems, says Dana Hoover, assistant chief information officer for communications and planning.
  • ...4 more annotations...
  • At Reed College, having all the texts available in a political-science class on the iPad meant it was easier to refer to readings and pull in outside material for discussion, says Martin Ringle, the college's chief technology officer.
  • Course readings were converted to PDF's at Reed, which allowed students to mark them up using an application called iAnnotate, but Mr. Ringle acknowledges that this wouldn't work for all classes, because many texts can't easily be converted to PDF's, and many electronic textbooks don't allow annotation.
  • While Apple has promoted the iPad's ability to change learning, Ms. Simon says that as far as she knows, the company isn't working with leaders in the learning process: professors themselves.
  • but consumer decisions rather than educational ones will probably determine which tablets students purchase—and which ones colleges will support, he says.
    • Barbara Lindsey
      Barbara Lindsey on 25 Sep 11
       
      Should this concern us? Does this happen with technology in general?
Barbara Lindsey

FlipSnack | Digital Portfolio Resources - Flipping book details - 0 views

www.flipsnack.com/...details

pdf flipbook conversion free

shared by Barbara Lindsey on 18 Aug 11 - No Cached
  • Barbara Lindsey on 18 Aug 11
     
    Converted cc-licensed pdf on digital portfolio resources into an online flipbook suitable for mobile devices!
Barbara Lindsey

Free Technology for Teachers: Joliprint - Easily Convert Online Articles to a Print Fri... - 0 views

www.freetech4teachers.com/...int-easily-convert-online.html

free print articles online

shared by Barbara Lindsey on 15 Apr 11 - No Cached
  • Barbara Lindsey on 15 Apr 11
     
    Gets rid of those annoying sidebar ads!
Barbara Lindsey

Education Week: Information Overloaded - 0 views

www.edweek.org/...44washington.h26.html

information readinglist

shared by Barbara Lindsey on 10 Sep 07 - Cached
  • If we’re going to insist that students bring home the information booty on Bradford by extracting the main ideas from his journal instead of simply admiring the book’s aesthetic values of form, rhythm, and content, then we need not bother with him, really. For proficiency’s sake—and ever since the information-overload bomb dropped, it’s all about proficiency (read: testing)—we can amass far more data in less time with a secondary text, whether a CliffsNotes or wordage from an American history scholar.
  • Clearly, living under this full-court press of information overload forces a few key questions for students and adults alike. What do we need to know? Why do we need to know it? And, given the fact that by the end of our lives we will only have absorbed and converted to knowledge a sliver of the information available to us in this new database-and-blog universe (the Web-page world, after all, is expanding and contracting at the rate of 1.5 million pages a day), should we bother knowing it?
    • Barbara Lindsey
      Barbara Lindsey on 10 Sep 07
       
      Halo effect of Internet information access? Does it exist really? How do we determine what students read and analyze. Has the Internet changed that at all?
  • ...3 more annotations...
  • “We are no longer reading,” she writes, “we’re searching.”
  • What will run at a premium is the ability to inspire students to turn up gems of original knowledge in the digital-information mine, thoughts and ideas that advance thinking rather than regurgitate data.
  • The pursuit of knowledge is less a process of acquisition than one of hurling irrelevant material out the window.
Barbara Lindsey

Getting It Wrong: Surprising Tips on How to Learn: Scientific American - 0 views

www.scientificamerican.com/article.cfm

questions guessing research learning

shared by Barbara Lindsey on 11 Oct 11 - Cached
  • The team found that students remembered the pairs much better when they first tried to retrieve the answer before it was shown to them. In a way this pretesting effect is counterintuitive:
    • Barbara Lindsey
      Barbara Lindsey on 12 Oct 11
       
      Participants were tested on pairs of "weak associates," words that are loosely related such as star-night or factory-plant. (If students are given the first word and asked to generate an associate, the probability of generating the target word is only 5 percent.) In the pretest condition, students were given the first word of the pair (star- ???) and told to try to generate the second member that they would have to later remember.
  • Students were asked to read the essay and prepare for a test on it. However, in the pretest condition they were asked questions about the passage before reading it such as “What is total color blindness caused by brain damage called?” Asking these kinds of question before reading the passage obviously focuses students’ attention on the critical concepts. To control this “direction of attention” issue, in the control condition students were either given additional time to study, or the researchers focused their attention on the critical passages in one of several ways: by italicizing the critical section, by bolding the key term that would be tested, or by a combination of strategies. However, in all the experiments they found an advantage in having students first guess the answers. The effect was about the same magnitude, around 10 percent, as in the previous set of experiments.
  • This work has implications beyond the classroom. By challenging ourselves to retrieve or generate answers we can improve our recall. Keep that in mind next time you turn to Google for an answer, and give yourself a little more time to come up with the answer on your own. 
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  • Students might consider taking the questions in the back of the textbook chapter and try to answer them before reading the chapter. (If there are no questions, convert the section headings to questions. If the heading is Pavlovian Conditioning, ask yourself What is Pavlovian conditioning?). Then read the chapter and answer the questions while reading it. When the chapter is finished, go back to the questions and try answering them again. For any you miss, restudy that section of the chapter. Then wait a few days and try to answer the questions again (restudying when you need to). Keep this practice up on all the chapters you read before the exam and you will be have learned the material in a durable manner and be able to retrieve it long after you have left the course. 
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