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Barbara Lindsey

ASCD Express 6.25 - Student Reflective Practice: Building Deeper Connections to Concepts - 0 views

www.ascd.org/...625-murphy.aspx

student practice reflective learning

shared by Barbara Lindsey on 15 Sep 11 - No Cached
  • Barbara Lindsey on 15 Sep 11
     
    Reflective assignments make students think about what they are doing and how it applies to the content they are learning, as well as about its context in reality. Reflection is personal, and the ideas generated will be very individual. Not every student will notice, observe, or do things in the same way, but reflection provides the opportunity for them to question what they have learned.
Barbara Lindsey

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

www.educause.edu/...192995

EDUCAUSE mobiles languagelearning

shared by Barbara Lindsey on 06 Oct 11 - Cached
  • New Internet SMS and messaging services are proving especially useful to language teachers, turning the focus away from the particulars of language and writing and toward whole language oral output and pronunciation, even at the beginner level.
  • is the time to revisit and recast the debate over cell phones in education and to consider their relevance as engagement and assessment tools for foreign language teachers in particular.
  • And it is no longer only what takes place inside the classroom that needs debating. Paradigm shift also means embracing the notion that learning takes place in more collaborative, interactive ways and also — at least potentially — everywhere and (nearly) all the time.
  • ...11 more annotations...
  • The launch this year of Google Voice — representing as it does a free alternative or complement to costly language laboratory recording hardware and software — has profound and exciting implications for student engagement in general and the confluence of language instruction and cell phone technology in particular. The proliferation of cell phones among today’s students combined with the development of such new computer-mediated communication tools allows teachers to engage students in new ways in and out of the classroom.
  • 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).
  • maximizing student engagement during the class period is essential, as many students work and do not practice outside the classroom setting. Without getting into the debate over the front-end need for considerable comprehensible input, as a practical matter many students see paired work time (particularly in larger classes) as social time, which can lead to student-teacher conflict (no explanation needed).
  • for lower level classes I can instruct my students to form small groups and, within a given time frame, call my Google Voice number and record a narration of an illustration or picture sequence. In the higher level classes, I can ask groups to come up with a succinct recorded comparison/contrast analysis of two different perspectives (textual and/or auditory) on a given subject. Either way, embracing whole language oral output turns the focus from the particulars of language and writing to whole language and pronunciation. It also allows for efficient instructor identification of common problem points.
  • 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.
  • on a post-recording survey of a Spanish 3 class of 21 students, I asked students to respond anonymously to the following survey question:“I practice my Spanish pronunciation before calling Google Voice… not at all once more than once repeatedly”A total of 89 percent of the 21 respondents answered either “b,” “c,” or “d,” with 26 percent responding “repeatedly.” Among the more entertaining and pertinent written comments offered on the anonymous survey were the following: “AHH!! I feel smart because I actually practice a lot before I call.” “It makes me nervous having to record, but I practice a lot to help me get over that.” “I do not do the Google Voice because I don’t want the whole class to hear me.”The final comment clearly referred to my tendency to play recordings for full class feedback — food for thought. Is that a motivating or inhibiting factor? It probably depends on the student.
  • A student who was frustrated at his performance in Spanish and was beginning to exhibit some anger management issues received the following Spanish translation of a Ralph Waldo Emerson quote via text message through Google Voice: Por cada minuto que estás enojado, pierdes sesenta segundos de felicidad. I did not supply a translation
  • 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.
  • “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.”
  • Surprisingly, these “irredeemably unreachable” students have proven highly receptive to the notion that their cell phones can and should be used for educational purposes. Figure 2, for example, shows a fairly typical SMS exchange on an oral homework assignment for intermediate level students. 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?
  • Elite schools have spent vast sums of money on expensive language laboratory hardware and software as an approach to active engagement in the language learning process. They have provided their students with the latest and greatest in computer-assisted (language) learning and computer-mediated communication tools, at considerable cost.
    • Barbara Lindsey
      Barbara Lindsey on 06 Oct 11
       
      Why would you place students in an artificial environment with artificial activities instead of using technologies that are flexible and allow for authentic exchanges?
Barbara Lindsey

Hyperpolitics (American Style) | the human network - 0 views

blog.futurestreetconsulting.com/...hyperpolitics-american-style

pesce talk hyperpolitics socialannotation text

shared by Barbara Lindsey on 05 Oct 11 - No Cached
  • They matter not at all. The mob, now mobilized, will do as it pleases. Obama can lead by example, can encourage or scold as occasion warrants, but he can not control. Not with all the King’s horses and all the King’s men.
  • Only a decade ago the network was all hardware and raw potential, but we are learning fast, and this learning is pervasive. Behaviors, once slowly copied from generation to generation, then, still slowly, from location to location, now ‘hyperdistribute’ themselves via the Human Network. We all learn from each other with every text we send, and each new insight becomes part of the new software of a new civilization.
    • Barbara Lindsey
      Barbara Lindsey on 05 Oct 11
       
      Similar to what Michael Wesch says in his videos
  • We may have had great hardware, but it took a long, long time for humans to develop software which made full use of it.
  • ...2 more annotations...
  • when Gutenberg (borrowing from the Chinese) perfected moveable type, he led the way to another and even broader form of cultural sharing; literacy became widespread in the aftermath of the printing press, and savants throughout the Europe published their insights, sharing their own expertise, producing the Enlightenment and igniting the Scientific Revolution. Peer-review, although portrayed today as a conservative force, initially acted as a radical intellectual accelerant, a mental hormone which again amplified the engines of human culture, leading directly to the Industrial Age.
  • Sociability has always been the cornerstone to human effectiveness. Being social has always been the best way to get ahead.
  • Barbara Lindsey on 05 Oct 11
     
    Mark Pesce's talk
Barbara Lindsey

Pre-Reading | Foreign Language Teaching Methods: Reading - 0 views

coerll.utexas.edu/...prereading.php

utexas methods reading pre-reading

shared by Barbara Lindsey on 02 Oct 12 - No Cached
  • Brainstorming:
    • Barbara Lindsey
      Barbara Lindsey on 02 Oct 12
       
      How could you use word cloud generators for this?
  • The goal is to activate the learners' horizon of expectation, and help learners identify what the text is about
  • ideally
  • ...3 more annotations...
  • learner-centered
  • Skimming:
  • skim the first paragraph or page of the text, look at illustrations and subtitles, and identify the words in the text that explain the "who," "what," "where," and "when" of the text content
Barbara Lindsey

Open university: Joi Ito plans a radical reinvention of MIT's Media Lab (Wired UK) - 0 views

www.wired.co.uk/...open-university

openeducation openaccess highered bwct mitmedialab MIT JoiIto

shared by Barbara Lindsey on 21 Nov 12 - No Cached
  • They have a maker space in a church, a place where the kids can learn how to build a computer, a bike shop where they can learn how to do repairs. The kid who runs this place, Jeff Sturges, is awesome.We're sending a bunch of Media Lab people to Detroit to work with local innovators already doing stuff on the ground."
  • in which any bright talent anywhere, academically qualified or not, can be part of the world's leading "antidisciplinary" research lab. "Opening up the lab is more about expanding our reach and creating our network," explains Ito, appointed director in April 2011.
  • as Ito sees it, the formal channels of academia today inhibit progress. "In the old days, being relevant was writing academic papers. Today, if people can't find you on the internet, if they're not talking about you in Rwanda, you're irrelevant. That's the worst thing in the world for any researcher. The people inventing things might be in Kenya, and they go to the internet and search. Funders do the same thing. The old, traditional academic channel is not a good channel for attracting attention, funding, people, or preventing other people from competing with you.
  • ...10 more annotations...
  • You can't actually tell people to think for themselves, or be creative. You have to work with them and have them learn it themselves."
  • "Being open, you're much less likely to have someone competitive emerge and you're also much more likely to find somebody who wants to come to work with you. Innovation is happening everywhere -- not just in the Ivy League schools. And that's why we're working with you guys [at Wired] too -- in the old days, academics didn't want to be in popular magazines. Openness is a survival trait."
  • It was, according to a 1984 briefing document by Negroponte, "designed to be a place where people of dramatically different backgrounds can simultaneously use and invent new media, and where the computer itself is seen as a medium -- part of a communications network of people and machines -- not just an object in front of which one sits."
  • As Ito sees it, the lab's mission "is to come up with ideas that would never be able to occur anywhere else because most places are incremental, directed and disciplinary".
  • There are lots of kids who are not happy with this massive consumerism, this unsustainable growth, but who have really smart science and technology values. That's a type of person we can draw into what I think will become a movement."
  • "We aim to capture serendipity. You don't get lucky if you plan everything -- and you don't get serendipity unless you have peripheral vision and creativity.
  • Our funding model allows our students to do anything they want without asking permission. It's like venture capital: we don't expect every experiment to succeed -- in fact, a lot are failures. But that's great -- failure is another word for discovery. We're very much against incrementalism -- we look for unexplored spaces, and our key metrics for defining a good project are uniqueness, impact and magic."
  • Ito set out some of his key principles. These included: "Encourage rebellion instead of compliance"; "Practice instead of theory"; " Constant learning instead of education"; "Compass over map". "The key principles include disobedience -- no one ever won a Nobel prize by doing as they're told," he explains later. "And it's about resilience versus strength -- you don't try to resist failure, you allow failure and bounce back. And compass over map is important -- you need to know where you're going, but the cost of planning often exceeds the cost of actually trying. The maps you have are often wrong. These principles affect and apply to just about any organisation."
  • In the old days, you needed hundreds of millions of dollars and armies of people to do anything that mattered. Today a couple of kids using open-source software, a generic PC and the internet can create a Google, a Yahoo! and a Facebook in their dorm room, and plug it in and it's working even before they've raised money. That takes all the innovation from the centre and pushes it to the edges -- into the little labs inside the Media Lab; inside dorm rooms; even inside terrorist cells. Suddenly the world is out of control -- the people innovating, disrupting, creating these tools, they're not scholars. They don't care about disciplines. They're antidisciplinary."
  • So when Ito was appointed, Negroponte wanted the press release headlined: "University dropout named director of Media Lab". "But," he says with raised eyebrows, "the fact that he didn't have a degree was buried near the last paragraph. That's the good Peter Thiel -- if you do drop out and do something creative, more power to you."
Barbara Lindsey

What we learned from 5 million books | Video on TED.com - 0 views

www.ted.com/...rned_from_5_million_books.html

digitalhumanities lcl TED Google ngram tedtalks

shared by Barbara Lindsey on 12 Apr 12 - No Cached
    • Barbara Lindsey
      Barbara Lindsey on 12 Apr 12
       
      From YouTube version of this talk: "[Google's digtized books] are very practical and extremely awesome." Erez Lieberman Aiden and Jean-Baptiste Michel from Harvard University use the 15 million books scanned and digitized by Google to show how a visual and quantitative analysis of text can provide insights about fields as diverse as lexicography, the evolution of grammar, collective memory, the adoption of technology, the pursuit of fame, censorship, and historical epidemiology.
  • ELA: There are more sobering notes among the n-grams. For instance, here's the trajectory of Marc Chagall, an artist born in 1887. And this looks like the normal trajectory of a famous person. He gets more and more and more famous, except if you look in German. If you look in German, you see something completely bizarre, something you pretty much never see, which is he becomes extremely famous and then all of a sudden plummets, going through a nadir between 1933 and 1945, before rebounding afterward. And of course, what we're seeing is the fact Marc Chagall was a Jewish artist in Nazi Germany. Now these signals are actually so strong that we don't need to know that someone was censored. We can actually figure it out using really basic signal processing. Here's a simple way to do it. Well, a reasonable expectation is that somebody's fame in a given period of time should be roughly the average of their fame before and their fame after. So that's sort of what we expect. And we compare that to the fame that we observe. And we just divide one by the other to produce something we call a suppression index. If the suppression index is very, very, very small, then you very well might be being suppressed. If it's very large, maybe you're benefiting from propaganda.
  • Now when Google digitizes a book, they put it into a really nice format. Now we've got the data, plus we have metadata. We have information about things like where was it published, who was the author, when was it published. And what we do is go through all of those records and exclude everything that's not the highest quality data. What we're left with is a collection of five million books, 500 billion words, a string of characters a thousand times longer than the human genome -- a text which, when written out, would stretch from here to the Moon and back 10 times over -- a veritable shard of our cultural genome.
  • ...4 more annotations...
  • we're going to release statistics about the books. So take for instance "A gleam of happiness." It's four words; we call that a four-gram. We're going to tell you how many times a particular four-gram appeared in books in 1801, 1802, 1803, all the way up to 2008. That gives us a time series of how frequently this particular sentence was used over time. We do that for all the words and phrases that appear in those books, and that gives us a big table of two billion lines that tell us about the way culture has been changing.
  • You might also want to have a look at this particular n-gram, and that's to tell Nietzsche that God is not dead, although you might agree that he might need a better publicist.
  • JM: Now you can actually look at the distribution of suppression indexes over whole populations. So for instance, here -- this suppression index is for 5,000 people picked in English books where there's no known suppression -- it would be like this, basically tightly centered on one. What you expect is basically what you observe. This is distribution as seen in Germany -- very different, it's shifted to the left. People talked about it twice less as it should have been. But much more importantly, the distribution is much wider. There are many people who end up on the far left on this distribution who are talked about 10 times fewer than they should have been. But then also many people on the far right who seem to benefit from propaganda. This picture is the hallmark of censorship in the book record.
  • ELA: So culturomics is what we call this method. It's kind of like genomics. Except genomics is a lens on biology through the window of the sequence of bases in the human genome. Culturomics is similar. It's the application of massive-scale data collection analysis to the study of human culture. Here, instead of through the lens of a genome, through the lens of digitized pieces of the historical record. The great thing about culturomics is that everyone can do it. Why can everyone do it? Everyone can do it because three guys, Jon Orwant, Matt Gray and Will Brockman over at Google, saw the prototype of the Ngram Viewer, and they said, "This is so fun. We have to make this available for people." So in two weeks flat -- the two weeks before our paper came out -- they coded up a version of the Ngram Viewer for the general public. And so you too can type in any word or phrase that you're interested in and see its n-gram immediately -- also browse examples of all the various books in which your n-gram appears.
  • Barbara Lindsey on 12 Apr 12
     
    fall 2012 syllabus
Barbara Lindsey

Facilitating Learner Voice and Presence in the Classroom Using Mobile Devices... - 1 views

usergeneratededucation.wordpress.com/...classroom-using-mobile-devices

mobile learning gerstein

shared by Barbara Lindsey on 28 Nov 11 - No Cached
  • What follows are the mobile activities I used in this course to get to know the learners, have them get to know one another, and build a sense of community.
    • Barbara Lindsey
      Barbara Lindsey on 28 Nov 11
       
      Could any of these activities be used in your classes? How would they enhance the learning already going on? Any concerns about any of these activities?
Barbara Lindsey

Team and Community Building Using Mobile Devices « User Generated Education - 0 views

usergeneratededucation.wordpress.com/...-building-using-mobile-devices

mobile learning gerstein community eyes flickr

shared by Barbara Lindsey on 28 Nov 11 - No Cached
Barbara Lindsey

Students' Own Mobile Devices and Celly Provide Peer Feedback « User Generated... - 1 views

usergeneratededucation.wordpress.com/...nd-celly-provide-peer-feedback

mobile app learning gerstein

shared by Barbara Lindsey on 28 Nov 11 - No Cached
  • Peer Feedback in an Interview Activity
    • Barbara Lindsey
      Barbara Lindsey on 28 Nov 11
       
      Any ideas for using this activity with your students?
Barbara Lindsey

Using Mobile Devices and Technology to Enhance Emotional Intelligence « User ... - 2 views

usergeneratededucation.wordpress.com/...enhance-emotional-intelligence

mobile gerstein learning feelings

shared by Barbara Lindsey on 28 Nov 11 - No Cached
  • These students, as a group, are classified as lower income students.  None of their devices had the capability to download apps.  What this says to me as the educator is that when I am designing activities that use the students own devices in my BYOD classroom, that they cannot include the use of apps.  They have camera, email, texting, internet capabilities, but no way to use apps. 
  • As you can see the uploaded images created a personalized feelings poster.  Students were provided with scenarios and asked to locate on the Interactive White Board which of these displayed images that they created best represented how they would feel in that situation.
    • Barbara Lindsey
      Barbara Lindsey on 28 Nov 11
       
      Could you imagine using this activity with your students and if so, how would you modify it?
Barbara Lindsey

A Texting Communications Exercise « User Generated Education - 1 views

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

mobile learning gerstein

shared by Barbara Lindsey on 28 Nov 11 - No Cached
  • This activity is an adaptation of the Back-to-Back Communications Exercise.  Students found a partner.  One volunteered to give the directions, the other to be the drawer.  They exchanged phone numbers and the drawers went to another room.  The direction givers were provided with the following drawing and told to text in words (one student asked if he could send a picture) the description of the drawing.  The goal was for the drawer to reproduce the drawing to scale.
    • Barbara Lindsey
      Barbara Lindsey on 28 Nov 11
       
      Could a personalized (for you and your students) version of this activity be used as an authentic assessment? Any questions? Comments? Concerns?
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?
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