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Barbara Lindsey

How Musicians Can Use Creative Commons | DIY Musician - 0 views

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    Could use as rationale for academia, too.
Barbara Lindsey

Wikipedia:School and university projects - Wikipedia, the free encyclopedia - 0 views

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    Wikipedia guidelines and rationale for students creating wkipedia articles.
Barbara Lindsey

St. Olaf College | CIS | Individual Majors | Web Portfolios - 0 views

  • Besides demonstrating a student's grasp of the central subject of their studies, web portfolios promote four goals of liberal learning: recognizing connections, being reflective about intellectual and personal growth, building intellectual community, and building bridges to communities outside the academy.
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    Provides a rationale for portfolios and what they should include.
Barbara Lindsey

Nik's Learning Technology Blog: 10 Tech Tools for Teacher Training Courses - 0 views

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    One concern I had was the lack of tool choice. I understand the rationale behind having teachers work in a completely digital environment but would have liked to hear that he explained that he did this so that they would have an immersion experience and that it is important to offer learners choice.
Barbara Lindsey

Using Open Content To Drive Educational Change | FunnyMonkey - 0 views

  • The differences between open content and traditional textbooks only begin with the production and distribution of the text. When we look at the types of teaching, learning, and assessment that become more accessible when using open content, we can start to get a clearer picture of the pedagogical rationale that makes remixable and reusable content a better choice than a traditional textbook.
  • generally, when a text is being used within a course, the structure of the text creates the structure of the course.
  • The text becomes a point of reference for the ongoing work in the class.
    • Barbara Lindsey
       
      Is this necessarily a problem?
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  • most teachers who use a textbook deviate from it. Most teachers plan lessons and curriculum that go beyond where the text ends, or that address deficiencies in the text. These lessons and activities form a shadow text that help drive quality classrooms. Yet, within the world of the traditional textbook, these improvements or options never make it back into the textbook. Many of these innovative practices never get shared with colleagues in the same building.
    • Barbara Lindsey
       
      Interesting point!
Barbara Lindsey

Lead article: How did a couple of veteran classroom teachers end up in a space like thi... - 0 views

  • With social networking and media-sharing practices rapidly assuming a central role in our professional and personal lives, teachers have a responsibility to bring these practices into the classroom.
    • Barbara Lindsey
       
      Why responsibility? Even if it doesn't serve a pedagogical purpose? Advance the learning that is supposed to take place?
  • technology uber-fans gush over their embrace of every new gadget, technology and practice, affixing computer-driven activities onto factory-model teaching practices as shiny appendages, resulting in a ‘technology façade’
    • Barbara Lindsey
       
      Well, I would have a problem making a direct connection between über-fans and factory-model teaching proponents. I would like to think the über-fans lean more towards constructivist practices.
  • This does not mean that traditional literacies of critical reading, thinking and communication must make way for emerging literacies of collaboration, online communication and multimedia navigation. It does mean that we have to transform our teaching to accommodate them all effectively.
  • ...37 more annotations...
  • a tension between their passions and interests and the Academy’s curricular obligations. When woven into the fabric of the classroom, blogs allow the participants to articulate their feelings as a way of addressing these tensions. As well, blogs provide a space where the participants’ interests and passions can bubble forth for the enrichment of the group.
  • By blogging effectively within classroom settings, we can mentor learner forays into public spaces.
  • We wish to emphasise the importance of distinguishing between using blogs as holders of factory-model teaching practices, and taking advantage of their connectivity and transparency to deepen and liberate learning from the confines of stagnant, teacher-centric models. Ignoring the transformative capabilities of connectivity, some teachers using blogs merely reproduce offline practices online. Limiting classroom blogging to one-way transactions of information and directives from teacher to learners may add convenience and efficiency to the classroom, but does nothing for learning itself. Nor does assigning and directing wooden, forced, framed discussions online, which result in little more than mind-numbing ‘busy work’. We belittle and infantalise our students, further rewarding docility and disengagement if we over-direct posts by giving minute instructions as to their content, number and direction.
  • classroom blogging,
  • focusing on emerging pedagogy rather than tools
  • We will examine hyperlinked slow-blogging as reflective learning; multimedia, interactive blogging as action-based learning; and connected, transparent blogging as social learning.
  • Reflection-through-writing is a powerful aid to information retention, which is poor unless the lesson is repeated in a variety of contexts
  • The learner, in the act of writing down what s/he has learned, solidifies understanding and reveals areas of confusion.
  • Traditionally this kind of reflective narrative, found in journals and portfolios, has helped learners gain skill at meta-discourse and take responsibility for learning in liberal arts contexts. Teachers follow progress and detect comprehension gaps while coming to know learners’ styles, contexts and preferences. Learner-teacher interactions through reflective writing can deepen important bonds, an important indicator of effective learning (Raider Roth 2005).
  • different kinds of learning contexts including vocational by inviting learners to contextualise the learning in their own way within personal experience, thereby making the learning their own (
    • Barbara Lindsey
       
      An aspect of constructivist teaching and learning.
  • But if limited to the kinds of practices achieved offline, while efficient and convenient, and affording keyboarding practice, this use ignores new literacies of connectivity, collaboration, communication and multimedia expression. It also leaves out learners for whom written reflection is not always optimal or possible.
  • Although a blog organises itself, ordinarily and on first view, in reverse chronological order, the latest post being most prominent, tagging and hyperlinking allow for more associative, lateral ways of organising and connecting thoughts. Even the novice learner can transcend the limits of time and linearity in linking nascent ideas, discoveries and meta-discourse on the learning, replacing ‘…the essentially linear, fixed methods that had produced the triumphs of capitalism and industrialism with what are essentially poetic machines that capture and create the anarchic brilliance of human imagination’
  • Learners can link to practices other than written as they struggle to articulate and thus retain and apply what they have learned. For example, some learners will naturally link to audio rather than to text files of their reflections; others will link to images they have taken that are reflective of the learning process and outcomes.
  • thereby extending the reflective practice into synthesis and analysis and invention
  • If we know we are being read, that our explorations have value out in the world, we tend to take more care with our expression and our thinking as communiqués to the Other as well as to the self.
  • From learner posts, the teacher can point to models and questions, to moments of creative and critical success. Learning deepens, writing strengthens: these successes in turn pull the writer back to the blog again and again, to reflect and to improve thinking and expression skills.
  • That these messages to the self (and by extension, to the class and the world) are archived by date and category (or tag) allows them to take their place in an ongoing narrative of the learning.
  • Linking out connects us to more than ourselves. So, in this time of crumbling communities and the cult of the individual, our learners can, through active hyperlinking within a reflective learning practice, become more self-aware rather than more self-absorbed.
  • In selecting media, learners gain critical awareness of the grammar of image and sound as well as language. They learn to evaluate the impact of visual media on their discipline, on their society and on their lives as they develop skill at understanding structure, the arc of an argument, the use of transitions.
    • Barbara Lindsey
       
      But don't learners need structured guidance in order to be able to do this successfully?
  • Hendrik and Ornberg have asserted, that ‘…audio is more effective than text for creating a sense of co-presence’
    • Barbara Lindsey
       
      Reactions to this statement?
  • Students learn the discipline by doing the discipline
  • Evie’s work on the web, and in turn catapulted one of our learners into the role of activist and advocate for a cause about which she cared deeply.
  • By the end of the semester, Evie was not only a committed and involved activist for women’s rights, but a published photographer.
  • And so, the apprentice became the master, the student became the teacher, and Sean’s blog is fulfilling by becoming a valued resource for a teacher in Argentina and for her students as well.
  • Her blogging world and her real world became forever ‘intertwingled’ when she started leaving comments on the blogs of some of the graffiti artists she was following, and they, in turn, left comments on her blog. What followed was a flurry of comments, Instant Messaging (IM) conversations, Skype (r) chats and blogposts each taking Claire ever closer to the very people she has studied and admired and analysed…from afar. After the class ended (and after Claire graduated) Claire’s interest in graffiti continued.
  • But just as in the case of Sean, Claire went from being the observer to participant and now to a creator of graffiti, thanks in part to the connections made via social software tools.
  • it is not difficult to see how a tool such as a blog can keep learners immersed in course content in a way that traditional, teacher and textbook-centric teaching simply cannot.
  • A third, and perhaps most significant, role for classroom blogs to play, then, is in social learning, in the forming of close bonds within the learning community itself and with the outside world. Blogs afford learners a strong sense of belonging to a dynamic learning collaborative, following the apprenticeship model of learning, in which everyone is expert and apprentice to one another
  • The job of the teacher using social software is to create an understanding in and amongst the participants that they need to work together as a social entity, as a collaborative group, that is linked to and communicating among themselves as well as with the world.
  • Student bloggers learn by collaborating with one another through online group projects and through discussions, both formal and informal, that spring up on a central course blog, what we call the ‘Motherblog’, and by linking to one another within their own blogs, and creating feedback loops through the commenting function. Students also learn from one another through the blog archives, which grow year by year. Although we still teach in a departmentalised, semesterised system, the archiving subverts the notion of isolated learning segments by carrying the blog’s accumulated wisdom from group to group, informing the new learners’ experiences by adding context, models and inspiration
  • And unlike a discussion board that might be hosted on a course management tool such as Blackboard, these multimedia posts and comments are archived, hyperlinked and are open and available to all and not just the class.
    • Barbara Lindsey
       
      Critical difference.
  • Learners and teachers bring into the community discussion their own expertise, prior learning, cultural perspectives. They can converse here about what interests them about what they are studying. This kind of informal discussion weaves the threads of collective intelligence, and it helps learners to think beyond the strict confines of the syllabus, seeing connections to themselves and the world.
  • The class uses Flickr to collect and share images to be used in image-only essays and reflections, and in multimedia texts.
    • Barbara Lindsey
       
      How interesting.
  • As Garrison and Anderson (2003) point out, ‘…a community of learners is an essential, core element of an educational experience when higher-order learning is the desired outcome’ (2003:22)
    • Barbara Lindsey
       
      A good rationale for collaborative engagement.
  • Using blogs as a complement to the face-to-face classroom environment not only provides more time on task for the learners, but if left open to world (as opposed to behind a firewall or a password or contained within the shell of a Learning Management System) these tools allow the real world - those crucial informal learning networks - into our classrooms…and the remarkable connections that happen as a result.
  • We can invite the outside world into the course intentionally, by asking experts in our field to participate in time-limited blog-based discussions with our learners. In these ‘blogging invitationals’ our learners can interact with professionals, joining the conversation of the real-world discipline in a meaningful way.
  • Other powerful connections with the world outside the classroom can occur through inter-classroom or inter-school blogging exchanges, or in service-learning initiatives, in which university learners, for example, mentor younger learners via connected blogging and feedback through comments, classroom to classroom, as writing buddies.
Blanca Garcia Valenzuela

VoiceThread as Final Exam | Language Lab Unleashed! - 0 views

  • This score was worth 70% of their final exam grade (the other 30% had been determined by their classmates in their group oral presentations). The final exam as a whole was 20% of their final (semester) grade. No one element in the final was worth more than 15% of their final grade. Personally, I always hated it when final exams were the deciding factor in your final grade for a course. Some people just don’t test well, especially at the end of a long semester. For many of my students this was their first semester of college finals and I know they were nervous. I tried to be sensitive to all of those things when thinking about the weight of this exam and its impact upon their grade.
    • Barbara Lindsey
       
      What is the rationale for having a student's final grade comprised solely of the mid-term and final exam?
    • Celeste Arrieta
       
      This is such an interesting topic. I really don't understad why this happens. Does a student who comes only for exams and do excellent will have the same grade as a student who is always participating and showing interest in class?
    • Blanca Garcia Valenzuela
       
      Regarding what Celeste says, I think it is really tricky. I guess it should depend on what you are grading. If you are grading proficiency and the student has it without going to class, why should s/he have a lower grade that another that participates but does not reach his/her proficiency level?
Barbara Lindsey

Social Annotations in Digital Library Collections - 0 views

  • While used textbooks are obviously less costly, they often carry another benefit new textbooks don't: highlights, underscores and other annotations by their previous owners. Even though the author of, and rationale for, the annotations may be unknown, the fact that somebody found particular sections of the book important enough to emphasize tends to make the eye linger. Ideally, annotations can make learning and knowledge discovery feel less like a solitary pursuit and more like a collaborative effort.
  • At first glance, it would seem that the trustworthiness of an unknown individual who has interpreted or appended an author's work would be questionable, but several reasonable assumptions can be made that contribute to the perceived authority of an unknown annotator. At the very least, they read the work and took the time to make the annotations, which may question or clarify certain statements in the text, and create links to other works, authors or ideas. The subsequent reader of an annotated work then has one or more additional perspectives from which to evaluate the usefulness of the text and annotations, and more implied permission to add his or her own interpretations than in an unannotated text. Published scholarly works are objects for discussion in an ongoing conversation among a community of knowledge seekers, and whether via formal citation in later publications or annotations in existing ones, all are designed to advance the generation and exchange of ideas.
  • Most critically, knowledge discovery and transfer is no longer restricted to a model of one expert creator to many consumers. In Web 2.0, consumers are creators, who can add their voices to both expert and non-expert claims. Users get the benefit of multiple perspectives and can evaluate claims in the best tradition of participative, critical inquiry.
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  • However, as with annotations in paper books, sometimes the value of an annotation goes beyond its content. Marshall (1998) suggests that the very act of evaluating a handwritten annotation's relevance creates a level of critical engagement that would not happen while reading a clean copy of a book. Marshall studied university students' annotations in textbooks, and found that students preferred books that had been marked by previous readers, as long as the marks were intelligible.
  • Similarly, Sherman (2008) studied marginalia in English Renaissance texts and found that students of the time were routinely taught that simply reading a book was insufficient. In order to have a "fruitful interaction" (p. 4) with a text, marking it up with one's thoughts and reactions was considered essential. Marginalia and other signs of engagement and use – even such apparently content-neutral additions as food stains – Sherman sees as valuable evidence of reader reaction, and the place of the physical information object in people's lives.
  • In a study of flickr.com, Ames and Naaman (2007) created a taxonomy of motivations for annotation along two dimensions: sociality and function. The latter dimension echoes people's motivation to annotate printed textbooks: the function of making important or interesting passages more easily findable for later review. The sociality dimension is a component of the Web infrastructure – making photographs findable for others, and creating shared tagsets for people with similar interests, so they might collaborate more easily. In this sense, photographs are boundary objects (Star and Griesemer 1989), around which diverse individuals can interact and communities can build (Gal, Yoo and Boland 2006). Digital collection items can also be boundary objects, even if those conversations take place asynchronously.
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    This article analyzes the integration of social annotations - uncontrolled user-generated content - into digital collection items.
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