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Barbara Lindsey

iPads for College Classrooms? Not So Fast, Some Professors Say. - Technology - The Chro... - 3 views

  • But Mr. Steinhaus and other administrators soon realized that the iPad, with the slow finger-typing it requires, actually makes written course work more difficult, and that the devices wouldn't run all of the university's applications.
  • When the University of Notre Dame tested iPads in a management class, students said the finger-based interface on its glassy surface was not good for taking class notes and didn't allow them to mark up readings. For their online final exam, 39 of the 40 students put away their iPads in favor a laptop, because of concerns that the Apple tablet might not save their material.
  • iPads also foster collaboration. Students using them for group assignments in a math class at Pepperdine University were more in sync than were students in a section not using iPads. The iPad-equipped students worked at the same pace as one another and shared their screens to help one another solve tough problems, says Dana Hoover, assistant chief information officer for communications and planning.
  • ...4 more annotations...
  • At Reed College, having all the texts available in a political-science class on the iPad meant it was easier to refer to readings and pull in outside material for discussion, says Martin Ringle, the college's chief technology officer.
  • Course readings were converted to PDF's at Reed, which allowed students to mark them up using an application called iAnnotate, but Mr. Ringle acknowledges that this wouldn't work for all classes, because many texts can't easily be converted to PDF's, and many electronic textbooks don't allow annotation.
  • While Apple has promoted the iPad's ability to change learning, Ms. Simon says that as far as she knows, the company isn't working with leaders in the learning process: professors themselves.
  • but consumer decisions rather than educational ones will probably determine which tablets students purchase—and which ones colleges will support, he says.
    • Barbara Lindsey
       
      Should this concern us? Does this happen with technology in general?
Barbara Lindsey

Reading in the Hyperconnected Information Era: Lessons from the Beijing Ticket Scam - 0 views

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    Abstract: In this paper I argue that the kinds of literacy needed for making sense of information on websites is more nuanced and embedded in our everyday context that we are currently providing for learners.  The kinds of analysis of websites which allow the processing of information in context are presented.This is demonstrated by an analysis of a scam site, which sold non-existent tickets to the Beijing Olympics and a description of a phishing attempt at Twitter. The skills required to understand information presented on the web have evolved far quicker than the parallel shifts in road safety skills, and people are nowrequired to read web sites contextually if they are to be able to make informed decisions about information available on the World Wide Web.  It is proposed that this is achieved through education rather than filtering out undesirable information. 
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.
  • ...3 more annotations...
  • 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.
Barbara Lindsey

Learning Through Digital Media - 0 views

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    Thx 2 @gsiemens tweet. Will use for BeyondWebCT readings.
Barbara Lindsey

Syntax Untangler | University of Wisconsin-Madison - 1 views

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    Syntax Untangler is an online activity that asks the learner to visually mark up a short primary text in any language, in order to improve small-scale reading skills. Any instructor can easily create and publish their own Syntax Untangler content (go to the Instructor Tools link below).
Barbara Lindsey

Censorship is Not a Solution: Know Your Digital Rights | Think Tank | Big Think - 0 views

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    Fall 2012 syllabus discussion starter, communal reading
Barbara Lindsey

Moving at the Speed of Creativity - Required Reading for #beyondthetextbook - 0 views

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    fall 2012 syllabus
Barbara Lindsey

This is how to Use iPad to Enhance Students Reading Skills - 0 views

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    Some great ideas that can be used for world languages, too!
Barbara Lindsey

Teachable Moment - plagiarism - 0 views

  • Let's assume you have engaged students in worthwhile class work and it is time for them to involve themselves in an inquiry related to it and of interest to them. Forget about "research," forget about "the term paper,î abandon the often calcified list of "subjects." Here is a proposed series of steps and assignments for the process.
  • * "significant learningî ó that which raises questions and problems whose answers and solutions promote further curiosity and learning that have the potential to develop into a lifelong pursuit.
  • Assignment A: Ask students to prepare three carefully worded questions on a matter related to classwork whose answers they might like to pursue.
    • Barbara Lindsey
       
      I will do this from now on with our moderator questions and blog posts.
  • ...1 more annotation...
  • If you feel there is no time for such a procedure (and if you are correct in your assessment), then you have the following options: Launch a campaign with other teachers directed at the problems and/or people responsible for making time unavailable so that it can be made available. If that fails, at least eliminate "research" and "term papers" from the curriculum on educational grounds.Use as much of the procedure as you can to promote inquiry and to eliminate as much plagiarism as possible.Continue to teach as in the past.Quit and find a more honorable line of work.
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    A must read for those who are concerned about plagiarism with online students.
Barbara Lindsey

Teacher's Guide to Using Facebook (Read Fullscreen) - 0 views

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    Original source
Barbara Lindsey

adVancEducation: A cookbook for 21st century project management - 0 views

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    Vance Stevens' blog post about his Calico journal article. He even gives the full text of his chapter via google docs for us to read.
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