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Barbara Lindsey

Moving at the Speed of Creativity - Academic Integrity on a Digital Campus by Berlin Fang - 0 views

www.speedofcreativity.org/...-by-berlin-fang-berlinf-helc12

wesfryer session cheating students

shared by Barbara Lindsey on 06 Mar 12 - No Cached
  • Causes of Academic Dishonesty from literature: Craig, Federici & Buehler, 2010 Academic - assessment design - education about academic dishonesty - poor understanding of citation styles - “poor understanding of the proper use of intellectual property”
  • Ethical - cutting corners - work ethics - cultureal differences Personal - personal maturity - “poor time management skills” - “new to college experience” Academic dishonesty can be defined as “anything with gives students an unearned advantage academically” - see Hart and Morgan, 2010
  • We also use TurnItIn.com Encourage professors to use questions from randomized question blocks Provide resources - Writing Center - Library Resources - Endnote
  • ...3 more annotations...
  • One example: LockDown Browser - students are locked down to just that browser - highly recommended by Berlin, stop students from digitally multi-tasking during exams in class
  • You need to have published policies and procedures about academic dishonesty - policies, syllabus, and enforcement Education is key - do this as part of orientation - special seminars for students - workshops for teachers
  • It comes down to this: “Life itself is open book” “Open is the new normal” - some assessment can be made out in the open so students can have their own identities - like blogs - I was very impressed by Dr. Alec Couros‘ presentation yesterday about how students are using their blogs
Barbara Lindsey

FRONTLINE: digital nation: watch the full program | PBS - 0 views

www.pbs.org/...view

digitalnation pbs discussion frontline

shared by Barbara Lindsey on 04 Feb 10 - Cached
  • these dangers--like the potentials--can only really be understood when we study not individuals alone, but the contexts and systems of which they are a part.
  • these dangers--like the potentials--can only really be understood when we study not individuals alone, but the contexts and systems of which they are a part.
  • these dangers--like the potentials--can only really be understood when we study not individuals alone, but the contexts and systems of which they are a part.
  • ...16 more annotations...
  • these dangers--like the potentials--can only really be understood when we study not individuals alone, but the contexts and systems of which they are a part.
  • these dangers--like the potentials--can only really be understood when we study not individuals alone, but the contexts and systems of which they are a part.
  • these dangers--like the potentials--can only really be understood when we study not individuals alone, but the contexts and systems of which they are a part.
  • these dangers--like the potentials--can only really be understood when we study not individuals alone, but the contexts and systems of which they are a part.
  • these dangers--like the potentials--can only really be understood when we study not individuals alone, but the contexts and systems of which they are a part.
  • these dangers--like the potentials--can only really be understood when we study not individuals alone, but the contexts and systems of which they are a part.
  • these dangers--like the potentials--can only really be understood when we study not individuals alone, but the contexts and systems of which they are a part.
  • these dangers--like the potentials--can only really be understood when we study not individuals alone, but the contexts and systems of which they are a part.
  • these dangers--like the potentials--can only really be understood when we study not individuals alone, but the contexts and systems of which they are a part.
  • these dangers--like the potentials--can only really be understood when we study not individuals alone, but the contexts and systems of which they are a part.
  • Being told that a bunch of people are addicted is not all that helpful. Even worse is equating lots of time in and of itself to addiction. Why are they addicted? All for the same reasons? What else is going in their lives and cultures? What skills are they picking up if any? Is their massive time-on-task leading to anything or not? What percentage of players are addicted in any harmful sense?
  • There is also an important issue missed by the show and that is the question of how people from different social and economic groups use and benefit (or not) from digital media. I guess it is not surprising that American TV does not much deal with class issues, but there is little doubt that digital media are leveraged by some families to great benefit for their children in school as part of a larger learning and literacy ecology that includes digital media and print. Other families use digital media in quite different ways. Indeed, there are many different uses with many different outcomes--my simple dichotomy really will not do, but it raises the issue of equity and outcomes for diverse people in our society (and, indeed, world).
  • Books can make people smarter or dumber--they can expose them to the world or hide reality from them. So any real understanding of them would have to be nuanced and contextual. For books we have long learned to ignore their power for bad. For digital media we are predisposed--at least if we are Baby Boomers--to look for the dangers.
  • The film is indeed thought provoking. Its power is in being by and large an "etic" (outside) view of other people's new cultures. It is less good at giving a real feel for what those new cultures and their concomitant practices mean to young people today from the inside.
  • What works for me about the website is that it is multi-vocal, allowing many points of view to be expressed on more or less equal footing, encouraging reflection as people make their own decisions about what to watch and how to juxtapose the pieces. I doubt any two readers took the same path through this material or any two teachers used the resources the website provides in precisely the same ways.
  • I frankly found the documentary itself mind-numbing and relentless. It rarely trusts the viewer to draw their own conclusions about what they are seeing and it deploys much of the material in ways which point towards a much less nuanced conclusion than any of the participants in the conversation might have advocated.
Barbara Lindsey

Apple's iPhone OS 4.0: What Will It Mean for Mobile Learning? by Bill Brandon : Learni... - 0 views

www.learningsolutionsmag.com/...ll-it-mean-for-mobile-learning

mobile iphone multi-tasking skype

shared by Barbara Lindsey on 10 Apr 10 - Cached
  • This has pretty exciting possibilities for Webinar/virtual classroom applications. The demo this morning was Skype. Until now, if you weren’t running Skype in the foreground on your iPhone, you couldn’t receive calls, and if you left the Skype app during a call, the call would disconnect. Now even when the phone is locked, you will still be able to receive Skype calls. When the phone is asleep or when the user is running other apps, VoIP apps can receive calls. When you send Skype to the background, incoming call invites will appear as the standard iPhone/iPod notification. Clicking the answer button brings the Skype app back. One question in the backchat during the presentation was whether there might be a new iPhone coming with a front-facing camera for such calls, but this went unanswered.
  • The new OS, in the background, will use cell towers to detect the phone’s location, in order to minimize power demands. The primary use of this service will be for turn-by-turn navigation. The secondary use will be to support social networking apps, such as Loopt. The OS has privacy protection for this service. An indicator on the status bar lets the user know when an app is using his or her location. The user can enable and disable location use by individual apps. This service could be useful for “location-based learning.”
  • Users can read books on any device (iPhone/iPod Touch/iPad). The books sync between devices, so that a user can stop reading a book on one device, then open it on another, and at the same place. This could be extremely handy for textbook use.
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  • Mobile device management Wireless application distribution (iTunes sync not required)
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