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Barbara Lindsey

t r u t h o u t | Dumbing Down Teachers: Attacking Colleges of Education in the Name of... - 0 views

www.truthout.org/ges-education-name-reform59820

giroux criticalpedagogy schoolofed

shared by Barbara Lindsey on 26 May 10 - Cached
  • the Obama administration's educational policy under the leadership of Arne Duncan lacks a democratic vision and sense of moral direction
  • Almost all of Duncan's polices are indebted to the codes of a market-driven business culture, legitimated through discourses of measurement, efficiency and utility. This is a discourse that values hedge fund managers over teachers, privatization over the public good, management over leadership and training over education. Duncan's fervent support of neoliberal values are well-known and are evident in his support for high-stakes testing, charter schools, school-business alliances, merit pay, linking teacher pay to higher test scores, offering students monetary rewards for higher grades, CEO-type management, abolishing tenure, defining the purpose of schooling as largely job training, the weakening of teacher unions and blaming teachers exclusively for the failure of public schooling.[4]
  • Duncan has expanded the reach of his educational reform policies and is now attempting to rewrite curricular mandates. Emphasizing the practical and experiential, he seeks to gut the critical nature of theory, pedagogy and knowledge taught in colleges of education. This is an important issue to more than just teachers who are denied a voice in curricular development; it also affects whole generations of youth. Such a bold initiative reveals in very clear terms the political project that drives his reforms and what he fears about both public schooling and the teachers who labor in classrooms every day.
  • ...8 more annotations...
  • According to Duncan, the great sin these colleges have committed in the past few decades is that they have focused too much on theory and not enough on clinical practice; and by theory he means critical pedagogy, or those theories that enable prospective teachers to situate school knowledges, practices and modes of governance within wider critical, historical, social, cultural, economic and political contexts. Duncan wants such colleges to focus on practical methods in order to prepare teachers for an outcome-based education system, which is code for pedagogical methods that are as anti-intellectual as they are politically conservative.
  • Rather than provide the best means for confronting "difficult truths about the inequality of America's political economy," such a pedagogy produces the swindle of "blaming inequalities on individuals and groups with low test scores."[7] This is a pedagogy that sabotages any attempt at self-reflection and quality education, all the while providing an excuse for producing moral comas and a flight from responsibility.
  • Duncan's insistence on banishing theory from teacher education programs in favor of promoting narrowly defined skills and practices foreshadows the preparation of teachers as a subaltern class who believe that the purpose of education is only to train students to compete successfully in a global economy. This model of teaching being celebrated here is one in which teachers are constructed as clerks and technicians who have no need for a public vision in which to imagine the democratic role and social responsibility that schools, teachers or pedagogy might assume for the world and future they offer to young people.
  • Duncan then goes on to praise Louisiana as a model for building longitudinal data systems that track the impact of new teachers on student achievement. For Duncan, Louisiana represents a beacon for how schools should be redefined, largely as sites of management and data collection, and advances the notion that teachers should be trained to operate proficiently in such sites.
  • the overuse of harsh discipline disproportionately affects some Louisiana school children over others. African American students make up 44% of the statewide public school population, but 68% of suspensions and 72.5% of expulsions. And in school districts with a larger percentage of African American and low-income students, there are higher rates of suspension and expulsion. These districts tend to have fewer resources for positive interventions.
  • Duncan's collusion with the growing corporatization and militarizing of public schools, along with the increased use of harsh disciplinary modes of punishment, surveillance, control and containment, especially in schools inhabited largely by poor minorities of color, reveals his unwillingness to address the degree to which many schools are dominated by a politics of fear, containment and authoritarianism, even as he advances reform as a civil rights issue.[12] Schools are not merely places where potential workers learn the marketable skills and abilities necessary to secure a decent job, they are also, as Martha C. Nussbaum pointed out, key institutions of the public good and are "crucial to both the health of democracy and to the creation of a decent world culture and a robust type of global citizenship."[13]
  • The diverse range of political, economic, racial and social forces that influence all aspects of schooling need to be critically engaged and rearticulated in the interest of justice, human development, freedom and equal opportunity. These are not merely political issues, they are also pedagogical concerns and the former cannot be separated from the latter, just as equity cannot be separated from matters of excellence. Defining schools exclusively in terms of mathematical coordinates and statistical formulas suggests that Duncan has no language for addressing schools as sites or teachers as engaged intellectuals that mediate, accommodate, reproduce and sometimes challenge the diverse and often anti-democratic forces that bear down on them.
  • What does it mean to ignore the increasing corporatization, privatization and militarization of schools at a time when all aspects of public life are under siege by corporate and market-driven forces? How can schools fulfill their democratic mission when they are shaped by a social order characterized by massive inequalities in wealth and power?
Chenwen Hong

Wiki Project Aims to Document the World's Public Art - Wired Campus - The Chronicle of ... - 0 views

chronicle.com/...22099

wikipedia public art

shared by Chenwen Hong on 29 Mar 10 - Cached
  • But they don’t just write new articles, they also tag pre-existing entries
    • Chenwen Hong
      Chenwen Hong on 29 Mar 10
       
      Thus this project not only exemplifies "the mob rule" by contrubuting knowledge, but it also embodies the hyperconnectivity by tagging those already exusting articles. This act of tagging instantaneously bring together the students at Indianna-Purdue with those who share the same concern over public art.
  • Chenwen Hong on 29 Mar 10
     
    A Wiki project to digitize public art--Wikipedia Saves Public Art-- was started by Jennifer Geigel Mikulay, an assistant professor at Indiana-Purdue, together with Richard McCoy, an assistant conservator at the Indianapolis Museum of Art. 40 articles are added and another 912 already existing articles tagged.
  • Chenwen Hong on 29 Mar 10
     
    This Wiki project is the best example of what Mark Pesce emphasized in his talk: "a project of the mob, for the mob, and by the mob."
Barbara Lindsey

Open Access to Research Is Inevitable, Libraries Are Told - Wired Campus - The Chronicl... - 0 views

chronicle.com/...8475

openaccess research faculty

shared by Barbara Lindsey on 21 Feb 10 - Cached
  • Bernard Schutz, director of the Max Planck Institute for Gravitational Physics, in Potsdam, Germany, stressed how far the United States lags behind Europe and other parts of the world on the open-access frontier.
  • "I now believe that having public access to most scholarly communications is inevitable," said David Shulenburger, vice president for academic affairs at the Association of Public and Land-Grant Universities. "Faculty are coming to understand, finally, that this has to happen if they're going to have the most scholarly opportunities to get things done."
  • The "killer app" of open access, Mr. Schutz said, would be something that gave researchers the means to dig past metadata and do full-text searches. "I want really useful tools that understand context to retrieve text intelligently, hunt down key equations, ensure completeness of bibliographies, help assess the real impact of a scientist's work," he said.
  • Barbara Lindsey on 21 Feb 10
     
    ""I now believe that having public access to most scholarly communications is inevitable," said David Shulenburger, vice president for academic affairs at the Association of Public and Land-Grant Universities. "Faculty are coming to understand, finally, that this has to happen if they're going to have the most scholarly opportunities to get things done.""
Barbara Lindsey

Scholar 2.0: Public Intellectualism Meets the Open Web - 1 views

www.ucea.org/...ualism-meets-the-open-web.html

education2.0 scholarship highered

shared by Barbara Lindsey on 18 Jun 11 - No Cached
  • for the most part, knowledge created by academics is placed mostly in outlets that can be accessed only by “the knowledge elite.”
  • I have become so used to publishing directly to the Web that I felt shackled by the constraints of the print medium.
  • open access and peer-review are NOT mutually exclusive
  • ...12 more annotations...
  • you write something really important, sign over your rights to a for-profit publisher and then that publisher charges YOUR university (and potentially other subscribers; individual or organizational) a fee to carry that journal. In other words, you are giving your knowledge to a company so they can sell it back to your university
  • Hypertext is the (not so) new endnote/footnote.
  • Most print journals STILL cannot handle color graphics. With incredible advances in data visualization technology, there must be a move to publishing to the Web directly.
  • As a result of her use of various forms of social media, Ravitch has (amazingly) positioned herself as the leading voice of the counter-narrative to the dominant educational policy agenda.
  • motivated by sharing with others, a blog allows scholars to disseminate content and express opinions to larger audiences than more traditional outlets. Second, needing room for creativity and self-reflection, the blog is a tool for practicing writing and for keeping up-to-date and remembering; it is a space to house early articulations of one’s ideas. Finally, valuing connections, the participants used their blogs for interacting and creating relationships with others.
  • A recent post about charter schools on Dr. Baker's blog includes 25 comments which, together, comprise a great argument between Bruce, Stuart Buck and Kevin Welner. That conversation happened "in public," not at some exclusive conference or behind some paywall. How can you read that conversation and not recognize the value of blogs as spaces for scholarly communication?
  • there is a real need for content-area experts who can serve as curators.
  • One could certainly argue that content curation is not a new kind of authorship. Editing books or journals is about content curation and has traditionally "counted" as authorship for tenure and promotion purposes. However, at the risk of sounding repetitive, our tools for content creation are new.
  • Social bookmarking tools are also incredibly simple to use and ideal for curating content. Diigo and Delicious are the two most widely adopted free social bookmarking services. Users can "bookmark" sites, aggregate them using tags, and then share their collections publicly.
  • unlike content curation in a print medium, that collection is dynamic (I can add or delete at any time) and interactive (visitors can comment on any of the items in the collection and start a conversation of sorts). I believe this to be a truly modern and increasingly important form of scholarly activity. 
  • There are other forms of modern scholarly activity that are well-worth considering, including webinars and podcasting.
  • Gideon Burton, Assistant Professor of English at Brigham Young University, who writes: I don't want to be complicit in sustaining a knowledge economy that rewards its participants when they invest in burying and restricting knowledge. This is why Open Access is more than a new model for scholarly publishing, it is the only ethical move available to scholars who take their own work seriously enough to believe its value lies in how well it engages many publics and not just a few peers (para. 7).
  • Barbara Lindsey on 18 Jun 11
     
    For BWCT 2011 syllabus
Barbara Lindsey

The Cape Town Open Education Declaration - 0 views

www.capetowndeclaration.org/faq

shared by Barbara Lindsey on 21 Mar 08 - Cached
  • The Internet provides a platform for collaborative learning and knowledge creation across long distances, which is central to the long term promise of open education. It also offers a channel for the creation and distribution of knowledge from a diversity of places and cultures around the world, and not just from major publishing centres like New York, London, and Paris.
  • we believe that open education and open educational resources are very much compatible with the business of commercial publishing. The Declaration clearly states that the open education movement should "...engage entrepreneurs and publishers who are developing innovative business models that are both open and financially sustainable."
  • here is likely to be some upheaval in formal educational systems as teachers and students engage in the new pedagogies that are enabled by openness. There might also be concerns that some of the deeper goals of the open education movement could backfire. For example, instead of enhancing locally relevant educational practices and rewarding those with regional expertise, it is possible that a flood of foreign-produced open educational resources will actually undermine the capacity for regional expertise to form or thrive.
  • ...13 more annotations...
  • First, this is not actually a philanthropic endeavor in the classic sense of "donating" something to those with less. Instead, the open education movement promotes conditions for self-empowerment, and one of the central premises of the movement focuses on the freedom to be educated in the manner of one's choosing. Second, the permissions granted in defining an open educational resource explicitly enable the localization and adaptation of materials to be more locally appropriate. Every person should have the right to be educated in his/her native language, and in a manner that is most suitable to the personal and cultural contexts in which they reside. Third, we have good reason to believe that the contributions to the global open educational enterprise from those in resource-limited settings are at least as valuable as contributions from anyone else. While we have much to do to enable truly equitably participation among all of the citizens of the globe, there is widespread agreement that the ultimate goal is some type of open educational network, not a unidirectional pipeline.
    • Barbara Lindsey
      Barbara Lindsey on 21 Mar 08
       
      Key component of a critical pedagogical approach.
  • educational resources commissioned and paid for directly by the public sector should be released as open educational resources. This ensures that the taxpayers who financed these resources can benefit from them fully. Of course, this principle cannot extend to resources paid for indirectly with public funds, such as materials written by professors at public universities. The Declaration does strongly encourage these professors and institutions to make all of their resources open. However, in the end, this is their choice.
    • Barbara Lindsey
      Barbara Lindsey on 21 Mar 08
       
      Wow! Wonder how many critical pedagogists would embrace this idea.
  • resources should be licensed to facilitate use, revision, translation, improvement and sharing by anyone
  • many of the participants advocated for inclusion of language that indicates that the license should ideally impose no legal constraints other than a requirement by the creator for appropriate attribution or the sharing of derivative works. This degree of openness represents the 'gold standard' in open educational resource licensing. However, it is also recognized that some authors and publishers may wish to disallow commercial uses (non-commercial). Resources licensed with this additional restriction are still open educational resources, but do come with risks and costs.
  • we suggest that you use one of the Creative Commons (CC) licenses, for several reasons: The licenses have human-readable deeds, which is (generally) easier for people to understand.The licenses have a computer-readable component which enables search and filtering by license status, an increasingly important consideration in an era of exploding online content.The licenses have been ported to many countries around the world, with more being added every year, which guarantees their worldwide application and enforcement.The licenses are already the most frequently used licenses for open educational resources, which will make it easier for users to learn about their rights, as well as use the materials in interesting ways.
  • If an author's primary purpose in creating open educational resources is for it to be used as widely, freely, and creatively as possible, then using CC-BY is the better choice
  • n most cases, the NC term is likely to have undesired repercussions for your work. If you are thinking of restricting commercial activity, ask yourself the following questions: What is the goal of doing so? Is it that the creators wish to make money from their contributions? Is this likely? Is it assumed that all for-profit activity is somehow inimical to education? What are the costs of restricting commercial use of open educational resources and do you wish to incur them? For example, is it your goal to forbid a for-profit publisher in a developing country from printing copies of your materials and distributing them there?
  • Open educational resources licensed using CC-BY have no restrictions on use beyond attribution for the original creator. Open educational resources licensed using CC-BY-SA also require attribution, but have the additional restriction of requiring that the derived material be licensed in the same manner as the original(s), thus ensuring their continued availability as open educational resources.
  • CC-BY allows for a variety of motivations, including the possibility of commercial success, to drive users to adapt and re-purpose their materials.
  • f an author's primary purpose in creating open educational resources is for that material to never leave the educational commons, such as it is, then you may want to apply the SA term. In this case, the possibilities for viable commercial derivatives, though not disallowed, are diminished, and so users motivated to adapt materials for that purpose are unlikely to participate. In addition, open educational resources licensed with an SA term are only interoperable with other SA materials, which seriously limits their capacity for re-mixing.
  • There are two key points we would ask you to consider prior to applying the ND term. First, are you willing to prevent all of the wonderful ways in which your work might be improved upon just for the sake of preventing a few derivatives that you would consider inferior? It is worth remembering that it is the granting of freedoms to share, reprint, translate, combine, or adapt that makes open educational resources educationally different from those that can merely be read online for free.
  • you must remember that digital resources are not consumable goods, in the sense that they can be shared infinitely without any loss of value for the original. As such, if inferior derivatives are created, those creations have done nothing to diminish the quality of your original work, which will remain available for others to use or improve upon as they wish.
  • there is absolutely no restriction on use of public domain materials. In addition to being able to freely use such materials, you are free to adapt public domain materials and then license the derivative works in any way you choose, including standard all-rights-reserved copyright. You have to apply an open license if you want your contribution to add to the pool of open educational resources.
Barbara Lindsey

Web 2.0: A New Wave of Innovation for Teaching and Learning? (EDUCAUSE Review) | EDUCAU... - 0 views

connect.educause.edu/...40615

educause web2.0

shared by Barbara Lindsey on 05 Sep 08 - Cached
  • Web 2.0. It is about no single new development. Moreover, the term is often applied to a heterogeneous mix of relatively familiar and also very emergent technologies
  • Ultimately, the label “Web 2.0” is far less important than the concepts, projects, and practices included in its scope.
  • Social software has emerged as a major component of the Web 2.0 movement. The idea dates as far back as the 1960s and JCR Licklider’s thoughts on using networked computing to connect people in order to boost their knowledge and their ability to learn. The Internet technologies of the subsequent generation have been profoundly social, as listservs, Usenet groups, discussion software, groupware, and Web-based communities have linked people around the world.
  • ...26 more annotations...
  • It is true that blogs are Web pages, but their reverse-chronological structure implies a different rhetorical purpose than a Web page, which has no inherent timeliness. That altered rhetoric helped shape a different audience, the blogging public, with its emergent social practices of blogrolling, extensive hyperlinking, and discussion threads attached not to pages but to content chunks within them. Reading and searching this world is significantly different from searching the entire Web world. Still, social software does not indicate a sharp break with the old but, rather, the gradual emergence of a new type of practice.
  • Rather than following the notion of the Web as book, they are predicated on microcontent. Blogs are about posts, not pages. Wikis are streams of conversation, revision, amendment, and truncation. Podcasts are shuttled between Web sites, RSS feeds, and diverse players. These content blocks can be saved, summarized, addressed, copied, quoted, and built into new projects. Browsers respond to this boom in microcontent with bookmarklets in toolbars, letting users fling something from one page into a Web service that yields up another page. AJAX-style pages feed content bits into pages without reloading them, like the frames of old but without such blatant seams. They combine the widely used, open XML standard with Java functions.3 Google Maps is a popular example of this, smoothly drawing directional information and satellite imagery down into a browser.
  • Web 2.0 builds on this original microcontent drive, with users developing Web content, often collaboratively and often open to the world.
  • openness remains a hallmark of this emergent movement, both ideologically and technologically.
  • Drawing on the “wisdom of crowds” argument, Web 2.0 services respond more deeply to users than Web 1.0 services. A leading form of this is a controversial new form of metadata, the folksonomy.
  • Third, people tend to tag socially. That is, they learn from other taggers and respond to other, published groups of tags, or “tagsets.”
  • First, users actually use tags.
  • Social bookmarking is one of the signature Web 2.0 categories, one that did not exist a few years ago and that is now represented by dozens of projects.
  • This is classic social software—and a rare case of people connecting through shared metadata.
  • RawSugar (http://www.rawsugar.com/) and several others expand user personalization. They can present a user’s picture, some background about the person, a feed of their interests, and so on, creating a broader base for bookmark publishing and sharing. This may extend the appeal of the practice to those who find the focus of del.icio.us too narrow. In this way too, a Web 2.0 project learns from others—here, blogs and social networking tools.
  • How can social bookmarking play a role in higher education? Pedagogical applications stem from their affordance of collaborative information discovery.
  • First, they act as an “outboard memory,” a location to store links that might be lost to time, scattered across different browser bookmark settings, or distributed in e-mails, printouts, and Web links. Second, finding people with related interests can magnify one’s work by learning from others or by leading to new collaborations. Third, the practice of user-created tagging can offer new perspectives on one’s research, as clusters of tags reveal patterns (or absences) not immediately visible by examining one of several URLs. Fourth, the ability to create multi-authored bookmark pages can be useful for team projects, as each member can upload resources discovered, no matter their location or timing. Tagging can then surface individual perspectives within the collective. Fifth, following a bookmark site gives insights into the owner’s (or owners’) research, which could play well in a classroom setting as an instructor tracks students’ progress. Students, in turn, can learn from their professor’s discoveries.
  • After e-mail lists, discussion forums, groupware, documents edited and exchanged between individuals, and blogs, perhaps the writing application most thoroughly grounded in social interaction is the wiki. Wiki pages allow users to quickly edit their content from within the browser window.11 They originally hit the Web in the late 1990s (another sign that Web 2.0 is emergent and historical, not a brand-new thing)
  • How do social writing platforms intersect with the world of higher education? They appear to be logistically useful tools for a variety of campus needs, from student group learning to faculty department work to staff collaborations. Pedagogically, one can imagine writing exercises based on these tools, building on the established body of collaborative composition practice. These services offer an alternative platform for peer editing, supporting the now-traditional elements of computer-mediated writing—asynchronous writing, groupwork for distributed members
  • Blogging has become, in many ways, the signature item of social software, being a form of digital writing that has grown rapidly into an influential force in many venues, both on- and off-line. One reason for the popularity of blogs is the way they embody the read/write Web notion. Readers can push back on a blog post by commenting on it. These comments are then addressable, forming new microcontent. Web services have grown up around blog comments, most recently in the form of aggregation tools, such as coComment (http://www.cocomment.com/). CoComment lets users keep track of their comments across myriad sites, via a tiny bookmarklet and a single Web page.
  • Technorati (http://technorati.com/) and IceRocket (http://icerocket.com/) head in the opposite direction of these sites, searching for who (usually a blogger) has recently linked to a specific item or site. Technorati is perhaps the most famous blog-search tool. Among other functions, it has emphasized tagging as part of search and discovery, recommending (and rewarding) users who add tags to their blog posts. Bloggers can register their site for free with Technorati; their posts will then be searchable by content and supplemental tags.
  • Many of these services allow users to save their searches as RSS feeds to be returned to and examined in an RSS reader, such as Bloglines (http://www.bloglines.com/) or NetNewsWire (http://ranchero.com/netnewswire/). This subtle ability is neatly recursive in Web 2.0 terms, since it lets users create microcontent (RSS search terms) about microcontent (blog posts). Being merely text strings, such search feeds are shareable in all sorts of ways, so one can imagine collaborative research projects based on growing swarms of these feeds—social bookmarking plus social search.
  • Students can search the blogosphere for political commentary, current cultural items, public developments in science, business news, and so on.
  • The ability to save and share a search, and in the case of PubSub, to literally search the future, lets students and faculty follow a search over time, perhaps across a span of weeks in a semester. As the live content changes, tools like Waypath’s topic stream, BlogPulse’s trend visualizations, or DayPop’s word generator let a student analyze how a story, topic, idea, or discussion changes over time. Furthermore, the social nature of these tools means that collaboration between classes, departments, campuses, or regions is easily supported. One could imagine faculty and students across the United States following, for example, the career of an Islamic feminist or the outcome of a genomic patent and discussing the issue through these and other Web 2.0 tools. Such a collaboration could, in turn, be discovered, followed, and perhaps joined by students and faculty around the world. Extending the image, one can imagine such a social research object becoming a learning object or an alternative to courseware.
  • A glance at Blogdex offers a rough snapshot of what the blogosphere is tending to pay attention to.
  • A closer look at an individual Blogdex result reveals the blogs that link to a story. As we saw with del.icio.us, this publication of interest allows the user to follow up on commentary, to see why those links are there, and to learn about those doing the linking. Once again, this is a service that connects people through shared interest in information.
  • The rich search possibilities opened up by these tools can further enhance the pedagogy of current events. A political science class could explore different views of a news story through traditional media using Google News, then from the world of blogs via Memeorandum. A history class could use Blogdex in an exercise in thinking about worldviews. There are also possibilities for a campus information environment. What would a student newspaper look like, for example, with a section based on the Digg approach or the OhmyNews structure? Thematizing these tools as objects for academic scrutiny, the operation and success of such projects is worthy of study in numerous disciplines, from communication to media studies, sociology to computer science.
  • At the same time, many services are hosted externally to academia. They are the creations of enthusiasts or business enterprises and do not necessarily embrace the culture of higher education.
  • Lawrence Lessig, J. D. Lasica, and others remind us that as tools get easier to use and practices become more widespread, it also becomes easier for average citizens to commit copyright violations.19
    • Barbara Lindsey
      Barbara Lindsey on 05 Sep 08
       
      Which is why he led the Creative Commons Movement and why he exhorts us to re-imagine copyright.
  • Web 2.0’s lowered barrier to entry may influence a variety of cultural forms with powerful implications for education, from storytelling to classroom teaching to individual learning. It is much simpler to set up a del.icio.us tag for a topic one wants to pursue or to spin off a blog or blog departmental topic than it is to physically meet co-learners and experts in a classroom or even to track down a professor. Starting a wiki-level text entry is far easier than beginning an article or book.
  • How can higher education respond, when it offers a complex, contradictory mix of openness and restriction, public engagement and cloistering?
  • Barbara Lindsey on 05 Sep 08
     
    Web 2.0. It is about no single new development. Moreover, the term is often applied to a heterogeneous mix of relatively familiar and also very emergent technologies
Barbara Lindsey

Arounder: France: Paris: View Alexandre III bridge - 0 views

paris.arounder.com/...FR000009882.html

googlemaps maps actfl09 mafla09 paris tour 360

shared by Barbara Lindsey on 20 Jul 09 - Cached
  • Barbara Lindsey on 20 Jul 09
     
    Paris: View Alexandre III bridge"> Arounder: France: Paris: View Alexandre III bridge #aHeaderMin {border-bottom:1px solid #663399; color:#663399; background-color:#3c3c3c;} #aHeader {border-bottom:1px solid #663399;} #aHeader #aHeaderRight a:hover, #aHeader #aHeaderRight a:focus, #aHeader #aHeaderRight a:active, #aHeader #aHeaderRight a.selected {color:#fff; background-color:#663399;} #aHeader #acVariable li a {color:#fff; border-bottom:1px solid #fff; background:url(http://media.vrway.com/00/arounder/css/663399/tab_fullscreen_no_sel.gif) no-repeat;} #aHeader #acVariable li a:hover, #aHeader #acVariable li a:focus, #aHeader #acVariable li a:active, #aHeader #acVariable li a.selected {background:url(http://media.vrway.com/00/arounder/css/663399/tab_fullscreen.gif) no-repeat; border-bottom:1px solid #663399;} #aHeaderMin a {color:#663399;} #aHeaderMin a:hover, #aHeaderMin a:focus, #aHeaderMin a:active, #aHeaderMin a.selected {color:#fff; background-color:#663399;} #aHeader #cHelp a {border:1px solid #a3a3a3;} #aHeader #cHelp a:hover, #aHeader #cHelp a:focus, #aHeader #cHelp a:active {border:1px solid #663399;} #aText h2 {color:#663399;} #aDescription a:hover {color:#663399;} .sThumb { background: no-repeat center center; width: 100px; height: 80px; } #sSpacer1 { border-bottom:1px solid #fff; }
Barbara Lindsey

News: The Promise of Digital Humanities - Inside Higher Ed - 0 views

www.insidehighered.com/...es_digital_humanities_projects

digitalhumanities humanities support lcl

shared by Barbara Lindsey on 29 Sep 11 - No Cached
  • Amid financial crises, humanities departments at many public universities have been razed. But even amid cuts, there has been a surge in interest in the digital humanities -- a branch of scholarship that takes the computational rigor that has long undergirded the sciences and applies it the study of history, language, and culture.
  • The NEH held a symposium on Tuesday for 60 recipients of its 2011 Digital Humanities Start-Up Grants, most of whom were given between $25,000 and $50,000. They were allowed two minutes each to describe their projects.
  • “While we have been anguishing over the fate of the humanities, the humanities have been busily moving into, and even colonizing, the fields that were supposedly displacing them,”
  • ...9 more annotations...
  • role-playing games
  • enabling learners to “experience” historical events or places instead of reading off a page.
  • visual representations
  • of data
  • One recurring theme in the presentations was the need for “linked open data” — types of research data that are tagged and stored in such a way that they can integrate with other research.
  • If one researcher had architectural data about New York City, and another had demographic data about the city, and each were able to cross-reference the other’s data with her own, it would deepen the context and understanding for both.
  • With linked open data on the rise, the same could soon happen with research data
  • “Linked open data is a very technical infrastructure, but the result of that is information that’s shared widely for free. A lot of scholarly data over the last hundred years or so is locked up in expensive journals that the public could never afford to subscribe to.
  • That could be the key to winning back support for the humanities
  • Barbara Lindsey on 29 Sep 11
     
    Could the creative use of technology help humanities scholars win back public support?
Barbara Lindsey

Google Scholar Metrics for Publications - Google Scholar Blog - 0 views

googlescholar.blogspot.com/...-metrics-for-publications.html

google scholar publications metrics

shared by Barbara Lindsey on 01 Apr 12 - No Cached
  • Barbara Lindsey on 01 Apr 12
     
    fall 2012 syllabus
Barbara Lindsey

Next Gen Learning Challenges - 0 views

nextgenlearning.com/...upcoming-events

educause webinar education highered

shared by Barbara Lindsey on 06 Oct 10 - No Cached
  • This fall, NGLC will host a “Back to Campus” series of webinars targeting the underlying challenges facing higher education today and IT’s role as an enabler of change. Each web seminar is free and open to the public, with virtual seating offered on a first-come, first-served basis.
  • Barbara Lindsey on 06 Oct 10
     
    This fall, NGLC will host a "Back to Campus" series of webinars targeting the underlying challenges facing higher education today and IT's role as an enabler of change. Each web seminar is free and open to the public
Barbara Lindsey

A Difference: Flickring Mind Maps ... making learning sticky - 0 views

adifference.blogspot.com/...mind-maps-making-learning.html

authenticlearning filter flickr identity math students

shared by Barbara Lindsey on 16 Mar 08 - Cached
  • If the school division didn't have a filter this project could have started more safely.
  • I expect a lot of deep learning to come out of this. This assignment is being marked for completion only; if it's done they get 100%, if not they get 0%
  • I characterize this as assessment for learning.
  • ...8 more annotations...
  • there must be a minimum of 5 public pictures in the account in order to start this review process.
  • If they are real pictures, the public photos in the account are added to the pool of pictures in flickr searches and RSS feeds.
  • In the course of looking for the pictures and creating the annotated hot spots they will be thinking about the material covered in a new way and strengthening the mental links to the concepts they have learned. I hope to make their learning sticky.
  • reating digital mind maps of the material we learned way back at the beginning of the semester.
  • At exam time they can review all the annotated pictures in the pool made by themselves and their classmates. They will be teaching and learning from each other.
  • They can use the pictures in projects, assignments and blog posts. I will also be able to use them the next time I teach the course to benefit the next group of students. They will be teaching people they have never met. They are also building a permanent resource collection.
  • They are talking to other students and teachers in the building about this. A buzz is growing. Can you imagine the conversations they are having at home? They are involving their families and friends in their learning.
  • As pictures began to come up in public searches on flickr for each of the unique course tags, I created a flickr badge (you'll have to "sign in" to follow that link) for each class. I put it in each blog's sidebar under the heading "Our Math Photo Gallery." The engine behind the badges is the RSS feed associated with each unique course tag. Flickr generates these RSS feeds automatically.
Barbara Lindsey

Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDUC... - 0 views

connect.educause.edu/...45823

collaboration educause learning2.0 pedagogy beyondwebct

shared by Barbara Lindsey on 07 Jul 08 - Cached
  • But at the same time that the world has become flatter, it has also become “spikier”: the places that are globally competitive are those that have robust local ecosystems of resources supporting innovation and productiveness.2
  • various initiatives launched over the past few years have created a series of building blocks that could provide the means for transforming the ways in which we provide education and support learning. Much of this activity has been enabled and inspired by the growth and evolution of the Internet, which has created a global “platform” that has vastly expanded access to all sorts of resources, including formal and informal educational materials. The Internet has also fostered a new culture of sharing, one in which content is freely contributed and distributed with few restrictions or costs.
  • the most visible impact of the Internet on education to date has been the Open Educational Resources (OER) movement, which has provided free access to a wide range of courses and other educational materials to anyone who wants to use them. The movement began in 2001 when the William and Flora Hewlett and the Andrew W. Mellon foundations jointly funded MIT’s OpenCourseWare (OCW) initiative, which today provides open access to undergraduate- and graduate-level materials and modules from more than 1,700 courses (covering virtually all of MIT’s curriculum). MIT’s initiative has inspired hundreds of other colleges and universities in the United States and abroad to join the movement and contribute their own open educational resources.4 The Internet has also been used to provide students with direct access to high-quality (and therefore scarce and expensive) tools like telescopes, scanning electron microscopes, and supercomputer simulation models, allowing students to engage personally in research.
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  • most profound impact of the Internet, an impact that has yet to be fully realized, is its ability to support and expand the various aspects of social learning. What do we mean by “social learning”? Perhaps the simplest way to explain this concept is to note that social learning is based on the premise that our understanding of content is socially constructed through conversations about that content and through grounded interactions, especially with others, around problems or actions. The focus is not so much on what we are learning but on how we are learning.5
  • This perspective shifts the focus of our attention from the content of a subject to the learning activities and human interactions around which that content is situated. This perspective also helps to explain the effectiveness of study groups. Students in these groups can ask questions to clarify areas of uncertainty or confusion, can improve their grasp of the material by hearing the answers to questions from fellow students, and perhaps most powerfully, can take on the role of teacher to help other group members benefit from their understanding (one of the best ways to learn something is, after all, to teach it to others).
  • This encourages the practice of what John Dewey called “productive inquiry”—that is, the process of seeking the knowledge when it is needed in order to carry out a particular situated task.
  • ecoming a trusted contributor to Wikipedia involves a process of legitimate peripheral participation that is similar to the process in open source software communities. Any reader can modify the text of an entry or contribute new entries. But only more experienced and more trusted individuals are invited to become “administrators” who have access to higher-level editing tools.8
  • by clicking on tabs that appear on every page, a user can easily review the history of any article as well as contributors’ ongoing discussion of and sometimes fierce debates around its content, which offer useful insights into the practices and standards of the community that is responsible for creating that entry in Wikipedia. (In some cases, Wikipedia articles start with initial contributions by passionate amateurs, followed by contributions from professional scholars/researchers who weigh in on the “final” versions. Here is where the contested part of the material becomes most usefully evident.) In this open environment, both the content and the process by which it is created are equally visible, thereby enabling a new kind of critical reading—almost a new form of literacy—that invites the reader to join in the consideration of what information is reliable and/or important.
  • But viewing learning as the process of joining a community of practice reverses this pattern and allows new students to engage in “learning to be” even as they are mastering the content of a field.
  • Mastering a field of knowledge involves not only “learning about” the subject matter but also “learning to be” a full participant in the field. This involves acquiring the practices and the norms of established practitioners in that field or acculturating into a community of practice.
  • Another interesting experiment in Second Life was the Harvard Law School and Harvard Extension School fall 2006 course called “CyberOne: Law in the Court of Public Opinion.” The course was offered at three levels of participation. First, students enrolled in Harvard Law School were able to attend the class in person. Second, non–law school students could enroll in the class through the Harvard Extension School and could attend lectures, participate in discussions, and interact with faculty members during their office hours within Second Life. And at the third level, any participant in Second Life could review the lectures and other course materials online at no cost. This experiment suggests one way that the social life of Internet-based virtual education can coexist with and extend traditional education.
  • Digital StudyHall (DSH), which is designed to improve education for students in schools in rural areas and urban slums in India. The project is described by its developers as “the educational equivalent of Netflix + YouTube + Kazaa.”11 Lectures from model teachers are recorded on video and are then physically distributed via DVD to schools that typically lack well-trained instructors (as well as Internet connections). While the lectures are being played on a monitor (which is often powered by a battery, since many participating schools also lack reliable electricity), a “mediator,” who could be a local teacher or simply a bright student, periodically pauses the video and encourages engagement among the students by asking questions or initiating discussions about the material they are watching.
  • John King, the associate provost of the University of Michigan
  • For the past few years, he points out, incoming students have been bringing along their online social networks, allowing them to stay in touch with their old friends and former classmates through tools like SMS, IM, Facebook, and MySpace. Through these continuing connections, the University of Michigan students can extend the discussions, debates, bull sessions, and study groups that naturally arise on campus to include their broader networks. Even though these extended connections were not developed to serve educational purposes, they amplify the impact that the university is having while also benefiting students on campus.14 If King is right, it makes sense for colleges and universities to consider how they can leverage these new connections through the variety of social software platforms that are being established for other reasons.
  • The project’s website includes reports of how students, under the guidance of professional astronomers, are using the Faulkes telescopes to make small but meaningful contributions to astronomy.
  • “This is not education in which people come in and lecture in a classroom. We’re helping students work with real data.”16
  • HOU invites students to request observations from professional observatories and provides them with image-processing software to visualize and analyze their data, encouraging interaction between the students and scientists
  • The site is intended to serve as “an open forum for worldwide discussions on the Decameron and related topics.” Both scholars and students are invited to submit their own contributions as well as to access the existing resources on the site. The site serves as an apprenticeship platform for students by allowing them to observe how scholars in the field argue with each other and also to publish their own contributions, which can be relatively small—an example of the “legitimate peripheral participation” that is characteristic of open source communities. This allows students to “learn to be,” in this instance by participating in the kind of rigorous argumentation that is generated around a particular form of deep scholarship. A community like this, in which students can acculturate into a particular scholarly practice, can be seen as a virtual “spike”: a highly specialized site that can serve as a global resource for its field.
  • I posted a list of links to all the student blogs and mentioned the list on my own blog. I also encouraged the students to start reading one another's writing. The difference in the writing that next week was startling. Each student wrote significantly more than they had previously. Each piece was more thoughtful. Students commented on each other's writing and interlinked their pieces to show related or contradicting thoughts. Then one of the student assignments was commented on and linked to from a very prominent blogger. Many people read the student blogs and subscribed to some of them. When these outside comments showed up, indicating that the students really were plugging into the international community's discourse, the quality of the writing improved again. The power of peer review had been brought to bear on the assignments.17
  • for any topic that a student is passionate about, there is likely to be an online niche community of practice of others who share that passion.
  • Finding and joining a community that ignites a student’s passion can set the stage for the student to acquire both deep knowledge about a subject (“learning about”) and the ability to participate in the practice of a field through productive inquiry and peer-based learning (“learning to be”). These communities are harbingers of the emergence of a new form of technology-enhanced learning—Learning 2.0—which goes beyond providing free access to traditional course materials and educational tools and creates a participatory architecture for supporting communities of learners.
  • We need to construct shared, distributed, reflective practicums in which experiences are collected, vetted, clustered, commented on, and tried out in new contexts.
  • An example of such a practicum is the online Teaching and Learning Commons (http://commons.carnegiefoundation.org/) launched earlier this year by the Carnegie Foundation for the Advancement of Teaching
  • The Commons is an open forum where instructors at all levels (and from around the world) can post their own examples and can participate in an ongoing conversation about effective teaching practices, as a means of supporting a process of “creating/using/re-mixing (or creating/sharing/using).”20
  • The original World Wide Web—the “Web 1.0” that emerged in the mid-1990s—vastly expanded access to information. The Open Educational Resources movement is an example of the impact that the Web 1.0 has had on education.
  • But the Web 2.0, which has emerged in just the past few years, is sparking an even more far-reaching revolution. Tools such as blogs, wikis, social networks, tagging systems, mashups, and content-sharing sites are examples of a new user-centric information infrastructure that emphasizes participation (e.g., creating, re-mixing) over presentation, that encourages focused conversation and short briefs (often written in a less technical, public vernacular) rather than traditional publication, and that facilitates innovative explorations, experimentations, and purposeful tinkerings that often form the basis of a situated understanding emerging from action, not passivity.
  • In the twentieth century, the dominant approach to education focused on helping students to build stocks of knowledge and cognitive skills that could be deployed later in appropriate situations. This approach to education worked well in a relatively stable, slowly changing world in which careers typically lasted a lifetime. But the twenty-first century is quite different.
  • We now need a new approach to learning—one characterized by a demand-pull rather than the traditional supply-push mode of building up an inventory of knowledge in students’ heads. Demand-pull learning shifts the focus to enabling participation in flows of action, where the focus is both on “learning to be” through enculturation into a practice as well as on collateral learning.
  • The demand-pull approach is based on providing students with access to rich (sometimes virtual) learning communities built around a practice. It is passion-based learning, motivated by the student either wanting to become a member of a particular community of practice or just wanting to learn about, make, or perform something. Often the learning that transpires is informal rather than formally conducted in a structured setting. Learning occurs in part through a form of reflective practicum, but in this case the reflection comes from being embedded in a community of practice that may be supported by both a physical and a virtual presence and by collaboration between newcomers and professional practitioners/scholars.
  • The building blocks provided by the OER movement, along with e-Science and e-Humanities and the resources of the Web 2.0, are creating the conditions for the emergence of new kinds of open participatory learning ecosystems23 that will support active, passion-based learning: Learning 2.0.
  • As a graduate student at UC-Berkeley in the late 1970s, Treisman worked on the poor performance of African-Americans and Latinos in undergraduate calculus classes. He discovered the problem was not these students’ lack of motivation or inadequate preparation but rather their approach to studying. In contrast to Asian students, who, Treisman found, naturally formed “academic communities” in which they studied and learned together, African-Americans tended to separate their academic and social lives and studied completely on their own. Treisman developed a program that engaged these students in workshop-style study groups in which they collaborated on solving particularly challenging calculus problems. The program was so successful that it was adopted by many other colleges. See Uri Treisman, “Studying Students Studying Calculus: A Look at the Lives of Minority Mathematics Students in College,” College Mathematics Journal, vol. 23, no. 5 (November 1992), pp. 362–72, http://math.sfsu.edu/hsu/workshops/treisman.html.
  • In the early 1970s, Stanford University Professor James Gibbons developed a similar technique, which he called Tutored Videotape Instruction (TVI). Like DSH, TVI was based on showing recorded classroom lectures to groups of students, accompanied by a “tutor” whose job was to stop the tape periodically and ask questions. Evaluations of TVI showed that students’ learning from TVI was as good as or better than in-classroom learning and that the weakest students academically learned more from participating in TVI instruction than from attending lectures in person. See J. F. Gibbons, W. R. Kincheloe, and S. K. Down, “Tutored Video-tape Instruction: A New Use of Electronics Media in Education,” Science, vol. 195 (1977), pp. 1136–49.
Barbara Lindsey

The Code of Best Practices in Fair Use for Media Literacy Education -- Publications --... - 0 views

www.centerforsocialmedia.org/...e_for_media_literacy_education

fairuse copyright principles

shared by Barbara Lindsey on 18 Mar 10 - Cached
  • PRINCIPLES
  • EMPLOYING COPYRIGHTED MATERIAL IN MEDIA LITERACY LESSONS
  • Common instructional activities include comparison-contrast analysis, deconstruction (close analysis) of the form and content of a message, illustration of key points, and examination of the historical, economic, political, or social contexts in which a particular message was produced and is received.
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  • EMPLOYING COPYRIGHTED MATERIAL IN PREPARING CURRICULUM MATERIALS
  • These materials may include samples of contemporary mass media and popular culture as well as older media texts that provide historical or cultural context.
  • SHARING MEDIA LITERACY CURRICULUM MATERIALS
  • Educators using concepts and techniques of media literacy should be able to share effective examples of teaching about media and meaning with one another, including lessons and resource materials
  • STUDENT USE OF COPYRIGHTED MATERIALS IN THEIR OWN ACADEMIC AND CREATIVE WORK
  • Students include excerpts from copyrighted material in their own creative work for many purposes, including for comment and criticism, for illustration, to stimulate public discussion, or in incidental or accidental ways (for example, when they make a video capturing a scene from everyday life where copyrighted music is playing).
  • Because media literacy education cannot thrive unless learners themselves have the opportunity to learn about how media functions at the most practical level, educators using concepts and techniques of media literacy should be free to enable learners to incorporate, modify, and re-present existing media objects in their own classroom work. Media production can foster and deepen awareness of the constructed nature of all media, one of the key concepts of media literacy. The basis for fair use here is embedded in good pedagogy.
  • DEVELOPING AUDIENCES FOR STUDENT WORK
  • Students who are expected to behave responsibly as media creators and who are encouraged to reach other people outside the classroom with their work learn most deeply.
  • In some cases, widespread distribution of students’ work (via the Internet, for example) is appropriate. If student work that incorporates, modifies, and re-presents existing media content meets the transformativeness standard, it can be distributed to wide audiences under the doctrine of fair use.
  • educators should take the opportunity to model the real-world permissions process, with explicit emphasis not only on how that process works, but also on how it affects media making.
Barbara Lindsey

Educational Leadership:Teaching Screenagers:Publishers, Participants All - 0 views

www.ascd.org/...lishers,-Participants-All.aspx

privacy onlinerights onlinesafety publishing2.0 digital footprint willrichardson

shared by Barbara Lindsey on 14 Feb 11 - No Cached
  • Building and maintaining a compelling, creative, connected, positive online presence is a literacy for the times, one that we teachers must model and help students develop.
  • This is a world in which public is the new default. Thought leader Michael Schrage (2010) notes that "the traditional two-page résumé has been turned into a 'personal productivity portal' that empowers prospective employers to quite literally interact with their candidate's work."
  • In addition to teaching safe publishing habits, we must also teach connection, the idea that the "publish" button is no longer the end of the process but a midpoint, an opportunity to learn from those who take the time to read and respond. In essence, we want students to talk to strangers, to have the wherewithal not only to discern good strangers from bad ones, but also to appreciate the huge learning opportunity that online strangers represent.
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  • At the end of the day, high school graduates need a clear sense of both the potentials and the pitfalls of interacting online. They should be able to create their own connections in safe, effective, and ethical ways. For schools, this means far more than just doing an information literacy unit. Rather, we must envision a K–12 curriculum that seamlessly integrates these new skills and literacies in age-appropriate ways and gradually moves students into more public interactions online. Not doing so would be akin to handing teenagers the keys to the car without having taught them to drive.
Barbara Lindsey

Sympoze - 0 views

www.sympoze.com

crowdsourcing research publications peerreview education2.0 highered

shared by Barbara Lindsey on 18 Aug 11 - Cached
  • Barbara Lindsey on 18 Aug 11
     
    Sympoze: a network of high-quality academic publications that utilizes crowd sourcing for the peer-review process. Crowd sourcing the peer-review process resolves a number of problems with the current academic publishing model.
Barbara Lindsey

Developing personal learning networks for open and social learning - Stian's PhD wiki - 0 views

reganmian.net/...ref:couros2010developing

couros wiki notes article methods

shared by Barbara Lindsey on 09 Apr 12 - No Cached
  • Barbara Lindsey on 09 Apr 12
     
    Grad student uses a wiki to organize his notes on his research. Makes them public.
Barbara Lindsey

The Problems With Calling Comments "Post-Publication Peer-Review" « The Schol... - 0 views

scholarlykitchen.sspnet.org/...s-post-publication-peer-review

peerreview problems open comments scholarly

shared by Barbara Lindsey on 27 Mar 12 - No Cached
  • Barbara Lindsey on 27 Mar 12
     
    Fall 2012 syllabus
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