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Barbara Lindsey

About « CrisisCommons - 0 views

crisiscommons.org/about

crisis help volunteers internet finding filtering

shared by Barbara Lindsey on 25 Feb 11 - Cached
  • Barbara Lindsey on 25 Feb 11
     
    CrisisCamp is a global network of hybrid barcamp/hackathon events which bring together people and communities who innovate crisis response and global development through technology tools, expertise and problem solving. Since 2009, CrisisCamp volunteers have created crisis response and learning events in over 10 countries with volunteers of all backgrounds who collaborate in an open environment to aggregate crisis data, develop prototype tools and train people on how to use technology tools and problem solving to aid in crisis response and global development.
Barbara Lindsey

Doc Searls Weblog · Earthquake turns TV networks into print - 0 views

blogs.law.harvard.edu/...e-turns-tv-networks-into-print

earthquake Internet news tv Japan socialannotation finding filtering information

shared by Barbara Lindsey on 12 Mar 11 - No Cached
  • Barbara Lindsey on 12 Mar 11
     
    How traditional broadcast news has become obsolete in the face of social media's ability to provide up-to-date information.
Barbara Lindsey

The Gwigle Game - 0 views

gwigle.varten.net

google game tutorial how to search engine finding filtering

shared by Barbara Lindsey on 26 Sep 11 - Cached
  • Barbara Lindsey on 26 Sep 11
     
    an educational game to help you use Google more effectively
Barbara Lindsey

About Us | Open Culture - 0 views

www.openculture.com/faq

openculture about

shared by Barbara Lindsey on 27 Sep 11 - Cached
  • Web 2.0 has given us great amounts of intelligent audio and video. It’s all free. It’s all enriching. But it’s also scattered across the web, and not easy to find. Our whole mission is to centralize this content, curate it, and give you access to this high quality content whenever and wherever you want it.
Barbara Lindsey

Critical Challenges « 2011 Horizon Report - 0 views

wp.nmc.org/...challenges

challenges horizon report 2011

shared by Barbara Lindsey on 05 Sep 11 - No Cached
  • reconciling new forms of scholarly activity with old standards continues to be difficult, creating tension and raising questions as to where faculty energy is best directed.
  • Economic pressures and new models of education are presenting unprecedented competition to traditional models of the university
    • Barbara Lindsey
      Barbara Lindsey on 05 Sep 11
       
      Any concerns about this particular trend?
  • There is a greater need than ever for effective tools and filters for finding, interpreting, organizing, and retrieving the data that is important to us.
Barbara Lindsey

Online Learning is so last year… | 21st Century Collaborative - 0 views

www.21stcenturycollaborative.com/...nline-learning-is-so-last-year

cop communitiesofpractice nussbaum collaboration learning actfl11

shared by Barbara Lindsey on 17 Apr 11 - No Cached
  • are people confusing talking to people online with deep, connected learning? Does being part of a social networking site or a NING community mean you are going deep- growing  in your ability to co-construct or deconstruct knowledge? Does it mean you are collaborating if you post, reply to a post, Tweet, or engage in a #edchat conversation? Are we moving toward an acceptance of superficiality as a replacement for deep learning? Has our multiple choice  culture trained our brains to believe that innovation is the holy grail?
  • If all I do is network I do not shift or grow because I am missing the opportunity to go deep and actually learn by doing. It takes both: Networks and Community. Online, global communities of practice and f2f learning communities in my local context.
  • Imagine the deep learning that can be produced when we come together in learning communities and do some of the following (below).
  • ...9 more annotations...
  • Action Research Groups: Active research done by communities of practice focused on improvement around a possibility or problem in a classroom, school, district, or province.
  • Community of Practice (CoP): A CoP is group of professionals with shared interests and challenges who make a commitment to improve or get better at something over time by sharing ideas, finding solutions, and creating innovations. This requires new dispositions and values such as resisting the urge to quit prematurely.
  • Book Study Groups: PLPeeps, often in cross cohort groups, come together to read and discuss a book collectively in an online space
  • Connected Coaching: individuals on teams are assigned a connected coach who  discusses and shares teaching practices as a means of promoting collegiality and support and to help educators think about how the new literacies inform current teaching practices.
    • Barbara Lindsey
      Barbara Lindsey on 17 Apr 11
       
      Could you see this for your own ongoing practice and to implement in your own cops in the future?
    • Barbara Lindsey
      Barbara Lindsey on 17 Apr 11
       
      Could this form the foundation for the advanced course in BWCT?
  • Instructional Rounds:
  • Curriculum Review or Mapping Groups:
  • Critical Friends Groups (CFG):
  • Professional Learning Communities (PLC):
    • Barbara Lindsey
      Barbara Lindsey on 17 Apr 11
       
      Would this be something to implement while a TA to be able to document in a portfolio & bring to a job interview?
  • Personal Learning Network (PLN):
Barbara Lindsey

Wesley Fryer - Google Profile - 0 views

profiles.google.com/...about

fryer google profile finding filtering onlinefiltering

shared by Barbara Lindsey on 05 Apr 11 - No Cached
  • Barbara Lindsey on 05 Apr 11
     
    Example of a google profile
Barbara Lindsey

Principle III. Provide Multiple Means of Engagement | National Center On Universal Desi... - 0 views

www.udlcenter.org/...principle3

engagement udl

shared by Barbara Lindsey on 26 Oct 11 - No Cached
  • Offering learners choices can develop self-determination, pride in accomplishment, and increase the degree to which they feel connected to their learning. However, it is important to note that individuals differ in how much and what kind of choices they prefer to have. It is therefore not enough to simply provide choice. The right kind of choice and level of independence must be optimized to ensure engagement.
  • In an educational setting, one of the most important ways that teachers recruit interest is to highlight the utility and relevance, of learning and to demonstrate that relevance through authentic, meaningful activities. It is a mistake, of course, to assume that all learners will find the same activities or information equally relevant or valuable to their goals. To recruit all learners equally, it is critical to provide options that optimize what is relevant, valuable, and meaningful to the learner.
  • Vary activities and sources of information so that they can be:  Personalized and contextualized to learners’ lives  Culturally relevant and responsive  Socially relevant Age and ability appropriate  Appropriate for different racial, cultural, ethnic, and gender groups
  • ...5 more annotations...
  • The level of perceived challenge The type of rewards or recognition available The context or content used for practicing and assessing skills The tools used for information gathering or production The color, design, or graphics of layouts, etc. The sequence or timing for completion of subcomponents of tasks
  • it is important to build in periodic or persistent “reminders” of both the goal and its value in order for them to sustain effort and concentration in the face of distracters.
  • Prompt or require learners to explicitly formulate or restate goal Display the goal in multiple ways Encourage division of long-term goals into short-term objectives Demonstrate the use of hand-held or computer-based scheduling tools Use prompts or scaffolds for visualizing desired outcome  Engage learners in assessment discussions of what constitutes excellence and generate relevant examples that connect to their cultural background and interests 
  • Mastery-oriented feedback is the type of feedback that guides learners toward mastery rather than a fixed notion of performance or compliance.
  • Provide feedback that is frequent, timely, and specific Provide feedback that is substantive and informative rather than comparative or competitive
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