Skip to main content

Home/ beyondwebct/ Group items tagged screen

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Barbara Lindsey

Learning Spaces | EDUCAUSE - 0 views

www.educause.edu/...6072

shared by Barbara Lindsey on 05 Apr 10 - Cached
  • Net Gen students are facile at multitasking
    • Barbara Lindsey
      Barbara Lindsey on 05 Apr 10
       
      The research shows that no one can multitask effectively... See John Medina and Brain Rules, for example.
  • Workers anticipated having a single profession for the duration of their working lives. Education was based on a factory-like, "one size fits all" model. Talent was developed by weeding out those who could not do well in a monochromatic learning environment.
    • Barbara Lindsey
      Barbara Lindsey on 05 Apr 10
       
      Also part and parcel of hegemonic educational practices which served to reinforce the existing social and economic paradigm.
  • Knowing now means using a well-organized set of facts to find new information and to solve novel problems. In 1900, learning consisted largely of memorization; today it relies chiefly on understanding.
  • ...25 more annotations...
  • learners construct knowledge by understanding new information building on their current understanding and expertise. Constructivism contradicts the idea that learning is the transmission of content to a passive receiver. Instead, it views learning as an active process, always based on the learner's current understanding or intellectual paradigm. Knowledge is constructed by assimilating new information into the learner's knowledge paradigm. A learner does not come to a classroom or a course Web site with a mind that is a tabula rasa, a blank slate. Each learner arrives at a learning "site" with some preexisting level of understanding.
  • Learning science research also highlights the importance of learner engagement, or as the American Psychological Association describes it, intentional learning.1 This means that learners must have a "metaperspective" from which to view and assess their own learning, which is often referred to as metacognition.2 An active learning environment provides the opportunity to assess one's own learning, enabling learners to make decisions about the course, as well as reflect on and assess their progress. In the past, the measure of learning was the final grade (a summative measure). But a final grade is merely a measure of the student's performance on tests. It does not measure the learning that did—or did not—take place. To encourage learning, summative testing or assessments must be combined with formative assessments. Formative assessment is not directly associated with the final grade; it helps learners understand their learning and make decisions about next steps based on that understanding.
  • research indicating that learning is encouraged when it includes social components such as debate or direct engagement with peers and experts. Learning is strengthened through social interactions, interpersonal relations, and communication with others.
  • Research indicates that learners need to be active with respect to their own learning process and assessment. Net Gen students' goal and achievement orientation comes into play here: that achievement focus can be directed toward quizzes and exercises that assist learners in evaluating their progress toward learning goals.
  • Obviously not all forms of learning must be social or team-based. In a variety of learning contexts, individual work is important. It may well be that Net Gen students' strengths are also their weaknesses. The expectation for fast-paced, rapidly shifting interaction coupled with a relatively short attention span may be counterproductive in many learning contexts. Repetition and steady, patient practice—key to some forms of mastery—may prove difficult for Net Gen students. Designing courses for them necessitates balancing these strengths and weaknesses.
  • We should not neglect the informal for the formal, or assume that Net Gen students somehow will figure out the virtual space on their own. We should connect what happens in the classroom with what happens in informal and virtual spaces.
  • Simply installing wireless access points and fresh carpeting isn't enough if done in isolation; such improvements pay real dividends only if they are in concert with the institution's overall teaching and learning objectives. It is the vision that generates the design principles that will, in turn, be used to make key decisions about how learning spaces are configured.
  • The vision and design principles should emphasize the options students have as active participants in the learning process. Design principles should include terms such as analyze, create, criticize, debate, present, and classify—all directed at what the space enables the students to do. For example, students should be able to present materials to the class. Outside class, they should have access to applications and materials that directly support analysis of data, text, and other media. Forums for discussion and critical debate, both real and virtual, are key to encouraging learning and will be looked for by Net Gen students.
  • Learning spaces should accommodate the use of as many kinds of materials as possible and enable the display of and access to those materials by all participants. Learning space needs to provide the participants—instructors and students alike—with interactive tools that enable exploration, probing, and examination. This might include a robust set of applications installed on the computer that controls the room's displays, as well as a set of communication tools. Since the process of examination and debate leads to discovery and the construction of new knowledge, it could be important to equip spaces with devices that can capture classroom discussion and debate, which can be distributed to all participants for future reference and study.
  • the end of the class meeting marks a transition from one learning mode to another.
  • This lecture hall is of relatively recent vintage; its seats and paired tables make it much easier to deploy and use her "tools," which include printouts of the day's reading, as well as a small laptop computer. Her fellow students are doing likewise. Each of them is using some device to access the course's Web site—some with laptops, others with tablet computers, still others with handheld computers. Using wireless connections, they all access the course's Web site and navigate to the site's "voting" page.
  • a "magic wand," a radio-frequency controller that enables her to operate her computer—as well as many of the classroom's functions—wirelessly, from any point in the room. She can capture anything she writes on the blackboard and make it available to her students on the course Web site. Freed from needing to take extensive notes, the students are able to participate more fully in the class discussion. Finally, the professor is carrying a small recorder that captures her lecture, digitizes the audio, and uploads it to the course Web site for the students to review when they prepare for finals.
  • Sandra launches the classroom's screen sharing application. Within a few seconds, her computer's screen is projected on the room's main screen. The class discussion focuses on this diagram, and the professor, using a virtual pencil, is able to make notes on the diagram. The diagram and notes are captured and placed on the class Web site for review.
  • Soon the debate gets stuck; the students can't resolve the issue. The professor goes to the podium, types briefly, and then asks the students to go to a URL to see a question and to choose the answer they feel is correct. The students access the Web page from laptops, handhelds, or wireless IP-based phones. In two minutes they have completed the poll and submitted their responses. The results are quickly tabulated and displayed. The wide diversity of opinion surprises everyone. The professor reframes the issue, without giving the answer, and the students continue to discuss it. She repeats the poll; this time there is more agreement among the students, enabling her to move the discussion forward.
    • Barbara Lindsey
      Barbara Lindsey on 05 Apr 10
       
      Could you see being able to do this? Would this work for you?
  • She goes to the podium computer and clicks on a few links, and soon a videoconferencing session is displayed on the right-hand screen. She has arranged to have a colleague of hers "drop in" on the class to discuss a point that is in the colleague's particular area of expertise. The class has a conversation with the expert, who is at large research institution more than 500 miles away. Students listen to the expert's comments and are able to pose questions using one of the three cordless microphones available to the class. On the left-hand screen, the visiting professor shows some images and charts that help explain the concepts under discussion.
  • the other students in her class have signed up for most of the slots, conferring with friends using chat programs to ensure that they sign up for the same lab slots.
  • The discussion pocket is the college's term for a small, curved space with a table and bench to accommodate a meeting of four or five people. Found outside the newer classrooms, they are handy for informal, spontaneous discussions. Sandra's group moves into the pocket and for the next 15 minutes continue their "spill over" discussion of the class.
    • Barbara Lindsey
      Barbara Lindsey on 05 Apr 10
       
      How does this change perceptions of when and where learning begins and ends?
  • hey are able to have an audio chat; Sandra's friend is in her dorm room, and Sandra is in a remote corner of the library where conversation will not disturb others. As their discussion progresses, they go to the course's Web site and launch the virtual whiteboard to diagram some concepts. They develop a conceptual diagram—drawing, erasing, and revising it until they agree the diagram is correct. They both download a copy. Sandra volunteers to work on polishing the diagram and will leave a copy of the final diagram in her share folder in her online portfolio "locker
  • The underlying theme remains the same, however: cultivating learning practices consistent with learning theory and aligned with the habits and expectations of Net Gen students
  • For most higher education institutions, the lecture hall will not disappear; the challenge is to develop a new generation of lecture hall, one that enables Net Gen students and faculty to engage in enlivened, more interactive experiences. If the lecture hall is integrated with other spaces—physically as well as virtually—it will enable participants to sustain the momentum from the class session into other learning contexts. The goal is not to do away with the traditional classroom, but rather to reinvent and to integrate it with the other learning spaces, moving toward a single learning environment.
  • Learning theory is central to any consideration of learning spaces; colleges and universities cannot afford to invest in "fads" tailored to the Net Gen student that might not meet the needs of the next generation.
  • For example, start with the Net Gen students' focus on goals and achievement. That achievement orientation ties to learning theory's emphasis on metacognition, where learners assess their progress and make active decisions to achieve learning goals. Learning space design could support this by providing contact with people who can provide feedback: tutors, consultants, and faculty. This could, in turn, be supported in the IT environment by making formative self-tests available, as well as an online portfolio, which would afford students the opportunity to assess their overall academic progress.
  • As institutions create an anywhere, anytime IT infrastructure, opportunities arise to tear down silos and replace them with a more ubiquitous learning environment. Using laptops and other networked devices, students and faculty are increasingly able to carry their entire working environment with them. To capitalize on this, campus organizations must work collaboratively to create a more integrated work environment for the students and faculty, one that better serves the mobile Net Gen students as well as a faculty faced with the initial influx of these students into their ranks
  • One of the key variables is the institution itself. Learning spaces are institutional in scope—their implementation involves the institution's culture, tradition, and mission.
  • The starting point for rethinking learning spaces to support Net Gen students begins with an underlying vision for the learning activities these spaces should support. This vision should be informed by learning theory, as well as by recognition of the characteristics of the students and faculty who use these spaces.
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

The Device Versus the Book -- Campus Technology - 0 views

campustechnology.com/...he-Device-Versus-the-Book.aspx

ebooks campustech

shared by Barbara Lindsey on 05 May 10 - Cached
  • reading for learning is not the same activity as reading for pleasure, and so the question must be asked: Do these devices designed for the consumer book market match up against the rigors of academic reading?
  • Each school ran its pilot in courses that used texts without color graphs or complex illustrations, so that the known limitations of the devices’ E Ink grayscale electronic-paper display wouldn’t be a hindrance in the students’ learning.
  • There were qualities of both the Kindle DX and Sony Reader that the students felt showed promise, and that made them enthusiastic for the day when e-readers’ functionality as an academic tool becomes a reality. These features include the easy-to-read E Ink screen; the size, weight, and durability of the devices; and the long battery life. But students encountered limitations in the devices that made them inadequate for reading academic texts.
  • ...5 more annotations...
  • students need to be able to highlight important passages, make notes in the margins of the text, and quickly skim through passages to refresh and compare information. In all three pilots, the students felt that e-readers were not yet ready to meet these academic needs.
  • the Kindle’s small keyboard makes the annotation process very labor-intensive
  • Because the keyboard is so small, and because there was a significant latency between typing the note and the note appearing on screen, a lot of students found that they were overtyping. Many of the students got fed up with the keyboard, so they would just read on their Kindle and make notes in a separate notebook.” Also, the Kindle allows readers to make annotations only in e-book-format files, meaning that students couldn’t insert notes on any PDF-format files that were on the devices. “I think the first [e-reader] manufacturer that figures out how to make a PDF that you can also annotate is going to snag this market,” Temos predicts.
  • He is hesitant, though, to say that this problem is primarily because of a deficiency in the device, when it could just as easily be that the students need to adapt to using a new technology. “[ASU is] going to look at whether this is something that students get used to in the second semester of the pilot and eventually prefer, or if it remains consistent that they continue to prefer paper,” he says. “I think we don’t know that yet.”
  • Highlighting text with the Kindle was not much easier or more satisfying for Princeton students. Much of the difficulty was due to the inability to highlight in color on the grayscale E Ink screen. “The highlighting on the Kindle isn’t actually highlighting; it just makes an underline,” Temos explains. “The students want something more emphatic than that.” Students also found it awkward to highlight long passages using the trackball. “Highlighting over a page break on the Kindle is a real feat,” Temos laughs. “If you actually extend your highlight from one page to the next you feel a real sense of accomplishment.”
Barbara Lindsey

Cell phone novels come of age › Japan Today: Japan News and Discussion - 0 views

www.japantoday.com/...cell-phone-novels-come-of-age

mobile cellphones japan novels

shared by Barbara Lindsey on 16 Aug 10 - Cached
  • “Teenage girls began messaging with pagers in the early ’90s,” says Mizuko Ito, a research scientist who studies cell phone use among Japanese youth. “Because of this, Japan was the first country to have widespread mobile communications, even before mobile phones became affordable and popular.” Ito sees in the rise of cell phone novels a high degree of media and gadget literacy, a cultural willingness to experiment with new technologies, and a desire for private space and intimate communication.
  • The way it works is this: novels are posted by members of cell phone community sites to be downloaded for free and read on other cell phones. Reading often takes place in crowded trains during long commutes. The works are published in 70-word installments, or abbreviated chapters that are the ideal length to be read between shorter train stops. This means that, despite small cell phone screens, lots of white space is left for ease of reading. Multiple short lines of compressed sentences, mostly composed of fragmentary dialogue, are strung together with lots of cell phone-only symbols. The resulting works are emotional, fast-paced and highly visual, with an impact not unlike manga.
  • Following Starts, other publishers like Goma and Asuki Media Works moved in to cherry pick cell phone novel sites online and put out the next big hit. The number of cell phone novels in print began skyrocketing in 2006, when 22 books hit the shelves; the following year, there were 98. Even a no-name author with a cell phone novel publishing deal enjoyed a first run of between 50,000 and 100,000 copies.
  • ...1 more annotation...
  • Indeed, cell phone novels do not go through the editorial selection process; they first become popular with readers and then are published based on their ability to please a crowd. This rawness is at once their appeal and a major hurdle keeping the emergent genre from maturing.
Barbara Lindsey

Second Life: Do You Need One? (Part 4) : July 2007 : THE Journal - 0 views

www.thejournal.com/...20986_4

shared by Barbara Lindsey on 02 Dec 07 - Cached
    • Barbara Lindsey
      Barbara Lindsey on 02 Dec 07
       
      This is a fascinating insight that should be investigated further.
  • Digital learners then typically end up in extremely diverse networks, further expanding their cultural experience in the digital world.  Digital learners are also constantly faced with challenges to their established real world social norms and ask some very tough questions about those real world dividers.  Many traditional visitors remain in those topic-centered social groups, which typically consist of people of common interest and backgrounds, providing them less immersion into the diversity of the digital environment.
    • Barbara Lindsey
      Barbara Lindsey on 02 Dec 07
       
      This is a fascinating insight that should be investigated further.
  • Most traditional educator-visitors soon ask how they can find the space inworld to create a "classroom."  The result is typically a walled building, with ceilings, desks and chairs, and a lectern at the front next to a PowerPoint screen.  Digital visitors may also request space for a "classroom," but it is more likely to end up being a platform floating in the sky, with clouds instead of chairs, and digital media streamed onto the side of a giant bubble floating in the middle of the space.
  • ...4 more annotations...
  • this point represents a key distinction between the traditional and digital person.  While the traditional educator approaches the virtual world to learn how it can be used in education, the digital educator approaches the environment asking how this experience can change the entire practice of teaching and learning.  One seeks to perhaps adapt their current practices to fit a new environment, while the other looks to completely transform what they do based upon the opportunity provided in the virtual world.
    • Barbara Lindsey
      Barbara Lindsey on 02 Dec 07
       
      Key distinction in most technology-enhanced learning environments.
    • Barbara Lindsey
      Barbara Lindsey on 02 Dec 07
       
      key distinction in much adaptation/adoption of technology-enhanced learning environments.
  • traditional educators seek a structure to their inworld activities, while digital learners self define a process to reach the outcome they have decided upon. 
  • digital gamers are familiar with self-investigation to determine what is needed to "win the mission" and seek only resources and support.
Barbara Lindsey

The Associated Press: Aid groups enlist Google to help in Haiti effort - 0 views

www.google.com/...-jszLQ5zDKHih_j9SFouAD9E6LJF00

googleearth disaster aid help

shared by Barbara Lindsey on 03 Mar 10 - Cached
  • Over a normal Google Earth screen of Haiti, blue spots appear showing where Haitians have settled. Some are named by street, zone or landmark, and others are simply numbered as "IDP" — internally displaced persons — camps.Each blue spot can be clicked on, calling up an information box that gives a site's longitude and latitude, commune and estimated number of families and individuals. The details are updated regularly so that, in theory, charities and government officials can foresee aid shortfalls, and potential dangers such as landslides and floods.
  • "It gives you a quick snapshot: 'Hey, look, there's no water there,'" Kelly said. "When something happens, the initial questions we ask are: 'Where is everyone? How are they living? What services are they getting?'"
  • "A lot of time and effort goes into logistics. If you don't know what's coming, where to take it, you are in trouble," Kelly said. "We need to understand, not in month three but in week two, where people have moved and what their conditions are. This is going to cut through a lot of bureaucracy."
  • Barbara Lindsey on 03 Mar 10
     
    Aid workers, with the help of Google Earth, are uploading key information onto the Web to illustrate the needs of hundreds of thousands of people left homeless by Haiti's earthquake - an innovation that could significantly boost the ability to respond to future disasters.
Barbara Lindsey

http://www.skillcasting.com/jing-easy-screen-captures-and-screencasts/ - 0 views

ow.ly/1sbCw

screencast jing video

shared by Barbara Lindsey on 29 Mar 10 - Cached
  • Barbara Lindsey on 29 Mar 10
     
    Blog post on Jing with 11 minute video on 5 real world examples and more.
Barbara Lindsey

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

chronicle.com/...126681

ipads education highered education2.0 learning2.0 critique

shared by Barbara Lindsey on 13 Mar 11 - No Cached
  • 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
      Barbara Lindsey on 25 Sep 11
       
      Should this concern us? Does this happen with technology in general?
Barbara Lindsey

Conde Nast Brings iPad Presentation App to the Enterprise - 0 views

mashable.com/...ideaflight-ipad-app

iPad presentation app wifi lock screen screensharing

shared by Barbara Lindsey on 24 Aug 11 - No Cached
  • Barbara Lindsey on 24 Aug 11
     
    curious use of technology...
Barbara Lindsey

Can Higher Education Be Fixed? The Innovative University - Forbes - 0 views

www.forbes.com/...ixed-the-innovative-university

highered innovation interview Q&A

shared by Barbara Lindsey on 25 Sep 11 - No Cached
  • Harvard has invested heavily in a system of residential housing and high-quality tutoring.  This means that even students who pay the tuition sticker price aren’t covering the full cost of their education.  Thus, growing the size of its “customer” base, which is how businesses achieve scale economies and greater profitability, is financially problematic for Harvard and for other universities with similar operating models. 
  • What is the purpose of a university as depicted in this book? Is it: A. A university is an institution that provides a degree, which is a credential or screening device for the economy and for society? Or B.  A university is an institution in which people acquire the knowledge they need for a particular job? Or C.  A university is an institution in which people acquire the knowledge they need to be a citizen? Or D.  A university is an experience where you acquire a capacity to be a lifelong learner (because most of the knowledge you acquire will be obsolete within a few years and the jobs of tomorrow will not be the jobs of today)? Or E. Something else?
  • One of the best ways to learn to learn is to be an active learner and a teacher of one’s fellow students in college. This instructional philosophy isn’t yet widespread, but its effectiveness has been proven, and it doesn’t require additional financial investment, only a change in the attitudes of faculty members and students.  Broader adoption seems likely, with time.
    • Barbara Lindsey
      Barbara Lindsey on 25 Sep 11
       
      Would you agree that this is true for learning to occur? Is this all that is necessary?
  • ...5 more annotations...
  • All three require talented faculty members with scholarly training.  These things are (1) discovering and disseminating new knowledge, (2) preserving the discoveries of the past, and (3) personally mentoring students in ways that allow them to participate in (1) and (2).  Doing these things well takes special training.  It is inherently expensive, because the processes involved are hard to automate or even systematize very much. 
  • Harvard and BYU-Idaho involve their students in teaching one another.  They also have general education courses, created in the last five years, that cut across academic disciplines and engage students in applying principles and theories to real-world problems.  These instructional approaches challenge students to frame inquiries, rather than merely respond to questions posed by their professors.
  • Harvard and other elite institutions are in a paradoxical position.  Their students and alumni are satisfied with their current offerings; in fact, they have a huge surplus of qualified applicants.
  • We’re likely to significant change in the next decade, the net effect of which will be more students served at a lower average cost.  However, the nature of the evolution will differ among institutions.  The elite schools will hybridize their courses not primarily to reduce cost or grow enrollments, but to better serve the rising generation of “digital natives” and to make the most of learning-enhancing computer-adaptive technology.  By contrast, schools without the benefit of high prestige and large endowments will hybridize and offer fully online courses mainly so that they can keep tuition affordable, admit more students, and use the incremental revenues to plug the hole left by rising operating costs and declining state support.  In all cases, students will benefit.
    • Barbara Lindsey
      Barbara Lindsey on 25 Sep 11
       
      Do you agree that all students will benefit?
  • Most professors will need to spend the majority of their time teaching.  A school that generates the bulk of its revenues via tuition will be able to afford some time for faculty research.  However, that research will need to have relevance to the student learning experience, and it won’t be the driving factor in tenure decisions; teaching quality will be.  Tenure based primarily on publications isn’t a sustainable model for most institutions.
  • Barbara Lindsey on 25 Sep 11
     
    Q&A w/authors of Innovative University
1 - 15 of 15
Showing 20▼ items per page