Skip to main content

Home/ beyondwebct/ Group items tagged poster

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Barbara Lindsey

These social network propaganda posters are awesome - Shareables - 1 views

thenextweb.com/...propaganda-posters-are-awesome

propaganda posters socialnetworking

shared by Barbara Lindsey on 02 Aug 11 - No Cached
  • Barbara Lindsey on 02 Aug 11
     
    fall 2011 syllabus
Barbara Lindsey

Mobile Learning Experience 2011 Blog - mobile2011.org - 0 views

mobile2011blog.posterous.com

mobile learning conference blog nectfl cop actfl11

shared by Barbara Lindsey on 06 Apr 11 - No Cached
  • Barbara Lindsey on 06 Apr 11
     
    Using posterous to collect conference posts
Barbara Lindsey

Presentation Zen Bento Box - dr. jude rathburn's posterous - 0 views

4edtechies.posterous.com/presentation-zen-bento-box

presentationzen presentationtools assessmentforlearning

shared by Barbara Lindsey on 25 Sep 10 - No Cached
  • Take an hour to show Garr's award winning Presentation Zen video (included in the bento box) so that people can see the principles in action before trying to design their own presentations. 
  • since viewers are not familiar with the approach, I found it is helpful to take some time to discuss each element.
  • rovide risk-free (i.e. low stakes) opportunities for learners to practice various elements of the Presentation Zen approach, share the results and provide peer reviews.
  • ...5 more annotations...
  • In my senior level strategic management seminar I asked people to break up into groups of three and then distributed a Fortune article about a local firm so that we would all be working with the same course-related content.  I gave them class time to read the article and also provided an organizing framework to help them focus on the main themes regarding the company's business strategy.  I also printed out a blank storyboard using the 3-slide handout feature in MSPowerPoint and distributed a few copies to each group.  Their task was to come to some consensus about the most interesting aspect of the company's strategy and identify the one central point that they wanted to get across in their 2-3 minute presentation.  The only other constraints were that they had to include one slide that highlighted some data that supported their central point and they had to create their storyboard and script in analog form before they opened their laptops. 
  • I asked each group to create a narrated presentation using either Keynote or PowerPoint, which they then uploaded to a discussion forum in our web-based course management system.  Each student also reviewed at least one other group's presentation, providing feedback on content, as well as the application of the Presentation Zen approach.  I provided feedback in the forum as well, commenting on the presentations themselves and the peer reviews.  Everyone who participated got full credit, which is why I referred to the practice presentation and peer review as a risk-free or low stakes activity.
  • Provide an example of a presentation that used the Presentation Zen approach, along with the storyboard and script
  • It also opens the door for viewers to give me feedback on the effectiveness of the design decisions I made and offer suggestions on how to improve my presentation.  I have found that opening up the conversation and giving students permission to review my work helps to strengthen our connection and improves my practice at the same time.  It also helps me demonstrate that it takes time and practice to implement the PZ approach - we are all a work in progress!
  • My final tip, at least for now, is to give people plenty of opportunities to practice using the Presentation Zen approach and give and receive feedback.  My students decided they wanted to create at least four presentations throughout the course to demonstrate their understanding of course concepts and their ability to apply those concepts to real world examples. 
  • Barbara Lindsey on 25 Sep 10
     
    Talks about using Garr Reynold's Presentation Zen approach to designing presentations and how he structures his students' (and his) learning experiences in using this approach.
Barbara Lindsey

New BBC Director Mandates Journalists Use Social Media - Rob's posterous - 0 views

robertpaterson.posterous.com/r-mandates-journalists-use-soc

social media bbc news

shared by Barbara Lindsey on 10 Feb 10 - Cached
  • On the social media front, Horrocks appears to take the stance that Twitter, RSS readers and other social media tools are extremely valuable news-gathering resources essential to the output of journalists working in these digital times.
  • Aggregating and curating content with attribution should become part of a BBC journalist’s assignment; and BBC’s journalists have to integrate and listen to feedback
  • Imagine if teachers heard that second paragraph. What a concept.
  • ...1 more annotation...
  • That will be the day!
Barbara Lindsey

Blooms Taxonomy Resources - 0 views

www.kurwongbss.eq.edu.au/...blooms.htm

blooms taxonomy resources assessment

shared by Barbara Lindsey on 26 Feb 10 - Cached
  • Barbara Lindsey on 26 Feb 10
     
    Posters and planning sheets for use in designing assessments and working with 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

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

Innovate - Backwards into the Future: Seven Principles for Educating the Ne(x)t Generation - 0 views

innovateonline.info/index.php

audience creative student

shared by Barbara Lindsey on 10 Sep 07 - Cached
  • In contrast to traditional English courses, which are mostly paper-based, our reading materials can all be found on the Web, and the students present their work in the form of interactive Web pages that are accessible to everyone in the class, thereby forging a virtual learning community to parallel the physical community of the classroom.
  • Teaching to the future, we contend, involves forging pathways for our students that we do not necessarily intend to travel ourselves.
  • With each new iteration of Poetry off the Page, our students' expertise has driven the course design, rather than vice versa.
  • ...18 more annotations...
    • Barbara Lindsey
      Barbara Lindsey on 10 Sep 07
       
      Comments?
  • We provide ample support and encouragement to "trailing edge" students whose online capabilities barely extend beyond e-mail, but at the same time, we leave the door open for those at the leading edge to suggest innovations that we ourselves would be incapable of imagining, much less of implementing.
  • By recasting students as researchers and teachers, we invite them to participate in what is arguably the most exciting and fulfilling aspect of university life: the production of new knowledge (Exhibit 2).
    • Barbara Lindsey
      Barbara Lindsey on 16 Sep 08
       
      Brown and Adler's concept of 'learning to be'
  • We would be hard pressed to name a profession—including academe itself—that does not demand some ability to interact effectively with other human beings. Yet higher education remains, especially in the humanities, a highly individualistic enterprise. In a typical English course, students write their essays for an audience of one—namely, the instructor who does the grading—while "group discussions" frequently consist of individuals talking directly to the teacher with little regard for their peers. In a discipline built around the ideal of the lone genius, our epigraph to this section remains as wishfully subversive today as it was a century and a half ago.
    • Barbara Lindsey
      Barbara Lindsey on 10 Sep 07
       
      Response?
  • Teaching to the future involves harnessing the collaborative impulses already at large in digital culture and directing them toward educational ends, so that "group work" shifts in our students' perception from an eyeroll-inducing educational gimmick to a cutting-edge skill worthy of cultivation and scrutiny.
    • Barbara Lindsey
      Barbara Lindsey on 10 Sep 07
       
      Comments?
  • Later, they take part in a formative peer assessment exercise during which we project draft versions of their final projects onscreen while classmates ask questions and provide suggestions for improvement. The success of this "Live Crit" session (a concept borrowed from architecture and the fine arts) reflects the atmosphere of collaboration and trust that we have consciously cultivated among the students all semester
    • Barbara Lindsey
      Barbara Lindsey on 16 Sep 08
       
      Again, similar to what Brown and Adler talk of when they discussed the open critic of architecht students' work.
    • Barbara Lindsey
      Barbara Lindsey on 10 Sep 07
       
      Could you envision using this in your courses and how?
  • Exhibit 4).
  • Higher education is an aquifer, not a spigot.
  • "The Poem of the Contents of Everybody's Pockets"; on the second day, we send them off around campus to chalk poems on the ground in public places; on the third day, we engage them in a critical analysis of both events, prompting them to come up with inventive ways in which such multifaceted live performances might be recorded (photographed? taped? videoed? narrativized?) for posterity.
    • Barbara Lindsey
      Barbara Lindsey on 10 Sep 07
       
      How about for a language or lit course?
  • (Exhibit 7).
  • with the students' enthusiastic permission—as permanent exhibits in the Archives section of our course Web site
    • Barbara Lindsey
      Barbara Lindsey on 16 Sep 08
       
      What about a permanent archive of exemplary work for all to benefit from?
  • Exhibit 3
    • Barbara Lindsey
      Barbara Lindsey on 16 Sep 08
       
      Very important note here.
  • "In the coming decades," warns hypertext theorist Jerome McGann, "the entirety of our cultural inheritance will be transformed and re-edited in digital forms," a monumental task for which both we and our students remain, by and large, seriously underprepared (2005, 181).
    • Barbara Lindsey
      Barbara Lindsey on 16 Sep 08
       
      the entirety--transformed and re-edited!
  • to teach our students not to follow in our footsteps but to outstrip us.
Barbara Lindsey

Winter Olympics: text, images, music, video | Glogster - 0 views

lambertj.edu.glogster.com/winter-olympics

glogster poster presentation

shared by Barbara Lindsey on 15 Mar 10 - Cached
  • Barbara Lindsey on 15 Mar 10
     
    Example using winter olympics
1 - 20 of 32 Next ›
Showing 20▼ items per page