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Barbara Lindsey

We can't let educators off the hook | Dangerously Irrelevant - 0 views

dangerouslyirrelevant.org/...comment-page-1

educators technology

shared by Barbara Lindsey on 15 Oct 10 - No Cached
  • Successful technology integration only produces amplified results when in its integration agency is given to the learner, when it becomes a tool to help learners learn, not teachers teach.
  • I would also like to add that that old belief about teaching and learning has been around for a very long time now and part of that belief, the part about the teacher possessing the knowledge and imparting it to kids, is in direct threat when faced with technology. A teacher who has been taught to believe that they are needed for the knowledge they have and that that knowledge gives them authority in the classroom is threatened by technology. That threat needs to be approached lightly. If one speaks the truth too harshly the faithful will simply label them a blasphemer and ignore the truth in their message.
  • et me start by saying that I consider teaching among the most important professions on earth, but just as doctors need to be current on medical technology, teachers MUST be current on information and communication technologies. Those are the tools of the trade.
  • ...14 more annotations...
  • but why don’t teachers understand this? To figure this out we need to understand this philosophically and historically. Doctors, in the mid-19th Century resisted technologies as most teachers do now. Lister and Pasteur were “so far ahead of the curve they weren’t on the same road” when they suggested sterilization. Doctors of the time, seeing themselves as “healers” could not comprehend that they were killing half of their patients by resisting the technologies of the time – the belief system inherent in the identity model of the profession actually prevented them from being what they perceived themselves to be.
  • Part of this is because we teach neither history nor philosophy. We do not share with teachers why Socrates opposed literacy, or what Gutenberg destroyed. We do not allow them to understand the essential humanness of technology, or to understand technology in Heidegger’s terms – the art of manipulating the world for our benefit.
  • Now I don’t know what Glogster is, but I do know that every technology gives and takes. The book disabled hundreds of millions and wiped out hundreds of languages. It also spread learning and allowed both the novel and eventually journalism to appear. And I know that our students must have the philosophical grounding in what technology is, how to learn it, and how to use it, that so many of our current teachers lack. After all, the classroom is filled with technology – chairs and desks (1835 via William Alcott), chalkboards (1840 via William Alcott), Time schedules (1845 via Henry Barnard), Books (1840s, mostly Henry Barnard), testing (1910, the Carnegie Commission), even ballpoint pens – that highly controversial 1950s invention of Marcel Bich. And all of those technologies have benefits and real limits.
  • I’m not really focused on, nor do I think Scott is focused on, “administrative technologies” but on “educational technologies.” A gradebook – I might argue, is no more an “educational technology” than a file cabinet is.
  • What I think we are discussing is transformational technologies. Technologies whereuse alters the learning process.
  • I need to say two things: First, and I think this is a big part of Scott’s target here, every school administrator, every policy maker, and every tech director making “blocking decisions,” needs to wake up and take responsibility for keeping our current century away from education.
  • But – in the end – a big part of this remains “taking responsibility for your own learning.” The first free seminars in these systems which I offered were presented in 1998, and at that point there was already a massive research base for what Scott is saying here. The laws regarding technology access in terms of students with disabilities (and those with “504″ plans) were placed on the books in 1995. IBM was promoting speech recognition and text-to-speech in 1996, and Lynne Anderson-Inman was already proving the value of “digital texts” and “digital notebooks” and digitally linked note-taking in the mid-1990s.
  • Jerrid, Troy, and everyone… The issue is this - In order to be lifelong learners it is essential to understand and know how to function with the information and communications technologies of our world, and to know how to adapt when those technologies change. In order to be human successes we also must understand how to communicate what we know, how to collaborate, and how to distribute information. This is why Socrates drilled his students on memory. In pre-literate Greece, that was the essential tool. This is why we taught “reading” (meaning decoding ink-on-paper alphabetic texts) in school, and why we taught writing with pens and pencils, and why we introduced students to libraries. In the Gutenberg era these were the essential tools.
  • But, when kids are writing, I want them to (among other things) be able to communicate with Grandma even if Grandma lives thousands of miles away, even if Grandma is blind, even if Grandma speaks another language. And if they are reading, I don’t want them limited to the 2,000 “age appropriate” books and 1975 World Book Encyclopedia in the local public library.
  • Newspaper readership, yes a minority, but a rapidly changing environment http://pewresearch.org/pubs/1133/decline-print-newspapers-increased-online-news with (in 2009) only 25% of Americans getting news from print daily.
  • The change is occurring across the “print world” – Amazon, 19 July 2010: “Over the past three months, for every 100 hardcover books Amazon.com has sold, it has sold 143 Kindle books. Over the past month, for every 100 hardcover books Amazon.com has sold, it has sold 180 Kindle books.
  • The lack of real history of education courses is what leaves so many teachers completely unaware of why schools do what they do, and leaves them confused about what the tools of education are.
  • Every day that I present for educators, I have a greater appreciate for how distorted the view is as seen through the eyes of a typical EduBlogger. In fact, the majority of the voices in the EdTech Community are so far ahead of the curve that it doesn’t even seem like their on the same road anymore. Most educators have never listened to a podcast, much less created one. They’ve never edited a wiki, much less started one of their own. So how on earth could they be expected to have a rational conversation about the impact new technologies are having on the skill sets our students need? Simply put, they can’t. The majority of the voices many of us listen to on a regular basis… actually represent just a tiny fraction of the educators out there. We’re the minority, the outsiders, the ones who talk using strange terms involving words with far too many missing vowels.
  • You can’t ‘firmly believe in life-long learning’ and simultaneously not be clued in to the largest transformation in learning that ever has occurred in human history. Those two don’t co-exist. Being a ‘life-long learner’ is not ignoring what’s going on around you; you don’t get to claim the title of ‘effective educator’ if you do this.
  • Barbara Lindsey on 15 Oct 10
     
    Successful technology integration only produces amplified results when in its integration agency is given to the learner, when it becomes a tool to help learners learn, not teachers teach.
Barbara Lindsey

The Tempered Radical: New Opportunities to Connect and Create. . . - 1 views

teacherleaders.typepad.com/...new-opportuniti.html

beyondwebct

shared by Barbara Lindsey on 30 Aug 08 - Cached
  • Our students will buy and sell from countries across the world and work for international companies. They will manage employees from other cultures, work with people from different continents in joint ventures and solve global problems such as AIDS and avian flu together.
    • Barbara Lindsey
      Barbara Lindsey on 30 Aug 08
       
      As language educators, if we don't make use of thes networked environments we are guilty of malfeasance.
  • But what I've grown to realize is that very few people have really embraced the changing nature of a tomorrow that remains poorly defined. We know that the Internet today is far more powerful than ever before---and have heard about companies that are capitalizing on these changes---but we haven't figured out what that means for us. We're jazzed to have access to information and geeked by interactive content providers, but our digital experiences remain somewhat self-centered.
  • the new National Educational Technology Standards for Students being developed by the International Society for Technology in Education. These standards reflect an increased need to teach children how to use the Internet in new and different ways. Perhaps the most challenging---and important standard---for educators to embrace will this one:Communication and Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: A. Interact, collaborate and publish with peers, experts or others employing a variety of digital environments and media. B. Communicate information and ideas effectively to multiple audiences using a variety of media and formats. C. Develop cultural understanding and global awareness by engaging with learners of other cultures. D. Contribute to project teams to produce original works or solve problems.Does that sound like the digital work being done in your classroom, school, district or state?!
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  • Together with the Center for International Understanding, North Carolina in the World is developing partnerships based on digital collaboration between schools in North Carolina and nations ranging from China to Mexico. Teachers and students in partnering schools are learning to use Web 2.0 tools like web-conferencing and wikis to connect kids across continents. Not only do these efforts help to build a general knowledge of other countries in our children, they are providing concrete opportunities to use technology in new ways.
Barbara Lindsey

Langwitches Blog » Christopher Columbus Creates 21st Century Explorers - 0 views

langwitches.org/...creates-21st-century-explorers

tolisano socialstudies Columbus skype beyondpowerpoint

shared by Barbara Lindsey on 26 Oct 10 - No Cached
  • I would love to have my students in China join in the discussion about Christopher Columbus.  They would like to share with your students the story of the great Chinese admiral, Zheng He (http://en.wikipedia.org/wiki/Zheng_He), and his exploration of the world 50 years before Columbus set sail. My students are studying US history this semester, and we are exploring the topic of the “Columbian exchange;” how the the early explorations brought plants, animals, and diseases around the world for the first time.
  • Although Christopher Columbus day as come and gone and the 5th graders unit on the historical figure has (officially) ended, we will continue to make connections to expand our horizons and learn from different perspectives.
  • As a class we analyzed the responses of the survey in the spreadsheet, although I received nightly updates via email from excited students as the numbers of participants climbed steadily.
  • ...1 more annotation...
  • Then came the moment when the class formulated questions to be used in a survey asking others to share their thoughts, ideas and knowledge about Christopher Columbus. The survey was then embedded on the classroom blog. I tweeted and blogged about their survey and asked my network to please take the time to answer their questions.
Barbara Lindsey

Mapping Our Worlds « Beyond WebCT: Integrating Social Networking Tools Into L... - 0 views

beyondwebct.wordpress.com/...mapping-our-worlds-2

mapping webct

shared by Barbara Lindsey on 15 Oct 10 - No Cached
  • practically contributing to the session
  • her community of practice extended beyond her Chinese classroom to encompass foreign language learners in general of the same age but different countries of origin.
  • I think one does not only have to have a certain level of know-how, but also a level of pedagogical training
  • ...3 more annotations...
  • Web 2.0 is that the classroom environment isn’t restricted to just the classroom. The in-classroom students have access to “classmates” from all over the world, and out-of-classroom students have access to those resources traditionally reserved for in-classroom students.
  • students/participants were able to contribute materials and access materials contributed by others, all at once. She was able to share very specific information about HOW to create those communities, and that’s a wonderful bit of information for those of us just starting out.
  • It really felt that everyone could learn something from one another. One thing I would criticize, however, was that it seemed to take 20-30 minutes for them to start on the topic. There was plenty of ideas for discussion, but no time left at the end of the session due to the organizational part that took so long.
Barbara Lindsey

Mobile Learning Environments (EDUCAUSE Quarterly) | EDUCAUSE - 0 views

www.educause.edu/...213690

mobile learning educause

shared by Barbara Lindsey on 05 Dec 10 - No Cached
  • There are now more than 4.6 billion mobile phones in the world, according to the International Telecommunication Union (ITU)'s February 2010 press release. This means that mobile has taken the place of FM radio as the most ubiquitous communications technology on the planet.1
  • Mobile Phone Network model Centralized Peer-to-peer Content customization Uniform Personalized to context Information distribution Just-in-case Just-in-time Role of audience Consumer Equal p
  • articipant Reliability qualifier Authority Social capital Governance Institutional Relational
  • ...10 more annotations...
  • I've seen that the introduction of new technology can provide a reason to rethink a course from the ground up and reassess its core educational goals. Often the greatest educational benefits seem to come from this process, not just the technology that encouraged it.
  • It might be safe to say that each time a new medium appears, no matter how different it is from the last, the normal reaction of first adopters is to use it as a new package for existing content.
  • I've seen that the introduction of new technology can provide a reason to rethink a course from the ground up and reassess its core educational goals.
  • It can be easy to forget that we human beings are more than brains connected to an apparatus that moves us around in space. Instead, we belong to communities, we live in neighborhoods, we have local culture and events. Inquiry into these real things led to many of the fields we now call science, literature, mathematics, and history. Why then do we isolate instruction in those fields to a classroom, instead of deriving instruction from the environment from which these subjects originated?
  • place-based learning.2 One such example, Dow Day, is a mobile documentary that relives the student protests of 1967 in Madison, Wisconsin, against the Dow Chemical Company. In this activity, location-aware handheld devices add an augmented layer of history to a walk through the campus, placing the student in the role of a news reporter. By monitoring the device's GPS, Dow Day creates the illusion of additional characters standing in physical space and facilitates simulated conversations with these historical entities. In addition, when players walk to predefined media locations, they trigger video footage showing the physical scene from 40 years ago, effectively superimposing the marchers and police onto the current landscape (see Figure 2).
  • Situated theories of cognition claim that knowing and doing are inherently linked.4
  • One such example is a mobile game called Mentira, produced at the University of New Mexico. The game is designed to teach an introductory college Spanish course in ways that are contextually sound for language learning. In the first unit, students play a mystery game on handheld devices in class, taking on a role and a goal within a story told completely in Spanish. In the second part, the class moves outside to a local Spanish-speaking neighborhood where they continue the story while interacting with physical and virtual Spanish speakers in real places (see Figure 3).
  • With Mentira, students learn Spanish outside the classroom through narrative and interaction with members of a Spanish-speaking neighborhood, re-situating language in practice.
  • Identifying the disconnect, a small team from the Animal Science and the Academic Technology departments at UW–Madison are working on a prototype for hobbyist birdwatchers. WeBIRD aims to crowdsource ornithology research by providing a tool for hobbyist practitioners. A birder will record the audio of a bird heard out in the field and have the system identify the species while logging the sighting's location, current weather, time of day, and date to a central database. This data can then be used for anything from formal research of migration patterns over time to individual questions such as, "Where am I most likely to see a cardinal this time of year?" The potential for location-aware, casual gaming structures such as birder achievement badges and leader boards are also being investigated in order to provide additional social play motives for participation.
  • Learning happens anywhere someone has questions and the means to explore answers. As ubiquitous access to information continues to shift toward personal mobile devices, more and more of the learning that takes place may be happening outside of the classroom and in the context of a backyard conversation, a walk through campus, or a Taquería in New Mexico.
Barbara Lindsey

Digitally Speaking / Social Bookmarking and Annotating - 0 views

digitallyspeaking.pbworks.com/ial-Bookmarking-and-Annotating

diigo del.icio.us social bookmarking Ferriter actfl09

shared by Barbara Lindsey on 15 Feb 10 - Cached
  • intellectual philanthropy and collective intelligence
  • While these early interactions are simplistic processes that by themselves aren't enough to drive meaningful change in teaching and learning, they are essential because they provide team members with low risk opportunities to interact with one another around the topics, materials and instructional practices that should form the foundation of classroom learning experiences.
  • A tagging language is nothing more than a set of categories that all members of a group agree to use when bookmarking websites for shared projects.
  • ...6 more annotations...
  • In Shirky's terms, teams that embrace social bookmarking decrease the "cost" of  group transactions.  No longer do members resist sharing because it's too time consuming or difficult to be valuable. Instead, with a little bit of thought and careful planning, groups can make sharing resources---a key process that all learning teams have to learn to manage---remarkably easy and instant.
  • Imagine the collective power of an army of readers engaged in ongoing conversation about provocative ideas, challenging one another's thought, publicly debating, and polishing personal beliefs.  Imagine the cultural understandings that could develop between readers from opposite sides of the earth sharing thought together.  Imagine the potential for brainstorming global solutions, for holding government agencies accountable, or for gathering feedback from disparate stakeholder groups when reading moves from a "fundamentally private activity" to a "community event."
  • Understanding that there are times when users want their shared reading experiences to be more focused, however, Diigo makes it possible to keep highlights and annotations private or available to members of predetermined and self-selected groups.  For professional learning teams exploring instructional practices or for student research groups exploring content for classroom projects, this provides a measure of targeted exploration between likeminded thinkers.
  • Diigo takes the idea of collective exploration of content one step further by providing groups with the opportunity to create shared discussion forums
  • Many of today's teachers make a critical mistake when introducing digital tools by assuming that armed with a username and a password, students will automatically find meaningful ways to learn together.  The results can be disastrous.  Motivation wanes when groups using new services fail to meet reasonable standards of performance.  "Why did I bother to plug my students in for this project?" teachers wonder.  "They could have done better work with a piece of paper and a pencil!"
  • With shared annotation services like Diigo, powerful learning depends on much more than understanding the technical details behind adding highlights and comments for other members of a group to see.  Instead, powerful learning depends on the quality of the conversation that develops around the content being studied together.  That means teachers must systematically introduce students to a set of collaborative dialogue behaviors that can be easily implemented online.
Barbara Lindsey

UDI Community - 0 views

www.facultyware.uconn.edu/udi_factsheet.cfm

udi factsheet nectfl11 information

shared by Barbara Lindsey on 29 Mar 11 - No Cached
  • Universal Design for Instruction (UDI) is an approach to teaching that consists of the proactive design and use of inclusive instructional strategies that benefit a broad range of learners including students with disabilities.
    • Barbara Lindsey
      Barbara Lindsey on 29 Mar 11
       
      This sentence is key to understanding the importance of UDI in practice.
  • One of the important aspects of UD is that its inclusive elements benefit all users, not just those with disabilities.
  • By providing faculty with a framework and tools for designing inclusive college instruction, the dialogue surrounding college students with disabilities changes from a focus on compliance, accommodations, and nondiscrimination to an emphasis on teaching and learning.
  • ...6 more annotations...
  • The nine Principles of UDI
  • provide a framework for faculty reflection
  • They can inform a variety of teaching issues and approaches ranging from assessing student learning, to broadening learning experiences, to considering how an inclusive classroom climate can be established
  • The word universal refers to a flexible design that is specifically created to be used in diverse ways.
  • UDI focuses on many elements of pedagogy and encourages examination of teaching including the daily tasks of planning and delivering instruction as well as assessing student learning.
  • Visitors to the Facultyware web site can use these products as examples of how the Principles of Universal Design for Instruction © can be applied to the task of designing inclusive learning environments and experiences for today's diverse college classrooms.
Barbara Lindsey

The Anatomy of Digital Humanities (#dighum) and Digital Pedagogy (#digped) · ... - 0 views

storify.com/...al-humanities-and-digital-peda

digitalhumanities storify lcl

shared by Barbara Lindsey on 11 Apr 12 - No Cached
  • @anneperez hmm, since you're creating something/building it with students & u have an infrastructure already, it seems DH.
  • @triproftri Thanks for the feedback. :) It's been an interesting way to look at the history of print cultures / textual communities.
  • Sifting through and storifying this conversation on Twitter quickly became an exercise in dissecting the many layers of Digital Humanities and Digital Pedagogy.
  • ...2 more annotations...
  • MT @anneperez: Someone asked me a qn-- does having students creating content for a course website count as dh? Cc @triproftri @briancroxall
  • @anneperez it's a good question. I think most dh-ers would say it would be dh if students were asked to reflect on the dig form+
  • Barbara Lindsey on 11 Apr 12
     
    fall 2012 syllabus
Barbara Lindsey

eduBuzz Training & Support / socialmediapupil - 0 views

edubuzz.pbworks.com/socialmediapupil

wiki students socialmedia

shared by Barbara Lindsey on 28 Jun 10 - Cached
  • Barbara Lindsey on 28 Jun 10
     
    A wiki created for and edited by students
Barbara Lindsey

Steve Hargadon: Web 2.0 Is the Future of Education - 0 views

www.stevehargadon.com/...20-is-future-of-education.html

for:gaugler web2.0 socialnetworking learning education blog beyondwebct nectfl08 actfl07 iallt07 grants ctcolt08

shared by Barbara Lindsey on 31 Aug 10 - Cached
  • The new Web, or Web 2.0, is a two-way medium, based on contribution, creation, and collaboration--often requiring only access to the Web and a browser.
  • when people ask me the answer to content overload, I tell them (counter-intuitively) that it is to produce more content. Because it is in the act of our becoming a creator that our relationship with content changes, and we become more engaged and more capable at the same time.
  • Imagine an electronic book that allows you to comment on a sentence, paragraph, or section of the book, and see the comments from other readers... to then actually be in an electronic dialog with those other readers. It's coming.
  • ...17 more annotations...
  • There is no question that historical eras favor certain personalities and types, and the age of the collaborator is here or coming, depending on where you sit. The era of trusted authority (Time magazine, for instance, when I was young) is giving way to an era of transparent and collaborative scholarship (Wikipedia). The expert is giving way to the collaborator, since 1 + 1 truly equals 3 in this realm.
  • The combination of 1) an increased ability to work on specialized topics by gathering teams from around the globe, and 2) the diversity of those collaborators, should bring with it an incredible amount of innovation.
  • That anyone, anywhere in the world, can study using over the material from over 1800 open courses at MIT is astounding, and it's only the start.
  • I believe that the read/write Web, or what we are calling Web 2.0, will culturally, socially, intellectually, and politically have a greater impact than the advent of the printing press
  • a study that showed that one of the strongest determinants of success in higher education is the ability to form or participate in study groups. In the video of his lecture he makes the point that study groups using electronic methods have almost the exact same results as physical study groups. The conclusion is somewhat stunning--electronic collaborative study technologies = success? Maybe not that simple, but the real-life conclusions here may dramatically alter how we view the structure of our educational institutions. JSB says that we move from thinking of knowledge as a "substance" that we transfer from student to teacher, to a social view of learning. Not "I think, therefore I am," but "We participate, therefore we are." From "access to information" to "access to people" (I find this stunning). From "learning about" to "learning to be." His discussions of the "apprenticeship" model of learning and how it's naturally being manifested on the front lines of the Internet (Open Source Software) are not to be missed.
  • "differentiated instruction" a reality that both parents and students will demand.
  • sites that combined several Web 2.0 tools together created the phenomenon of "social networking."
  • From consuming to producing * From authority to transparency * From the expert to the facilitator * From the lecture to the hallway * From "access to information" to "access to people" * From "learning about" to "learning to be" * From passive to passionate learning * From presentation to participation * From publication to conversation * From formal schooling to lifelong learning * From supply-push to demand-pull
  • The Answer to Information Overload Is to Produce More Information.
  • Participate
  • Learn About Web 2.0. I
  • * Lurk.
  • Teach Content Production.
  • * Make Education a Public Discussion.
  • * Help Build the New Playbook.
  • We've spent the last ten years teaching students how to protect themselves from inappropriate content – now we have to teach them to create appropriate content. They may be "digital natives," but their knowledge is surface level, and they desperately need training in real thinking skills. More than any other generation, they live lives that are largely separated from the adults around them, talking and texting on cell phones, and connecting online.
  • Those of you with suggestions of other resources, please post comments linking to them
Barbara Lindsey

Modules - Learning Telecollaboratively - 0 views

clifmims.wetpaint.com/...Modules

web2.0 wiki collaborative student work

shared by Barbara Lindsey on 09 Nov 10 - Cached
  • Barbara Lindsey on 09 Nov 10
     
    An example of an open wiki that is also used for higher ed courses on Web 2.0. Students create content. 
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

The iPad and Information's Third Age | Open Culture - 1 views

www.openculture.com/...nd_informations_third_age.html

ipad openculture abilene

shared by Barbara Lindsey on 29 Jan 10 - Cached
  • Though the university initially fought its introduction, the printed textbook provided broad access to information that, for the first time, promised the possibility of universal education.
  • A barrier of symbolic complexity emerged between people and information for one of the first times in history. And the superabundance of information created a world that by necessity had to be divided into smaller and smaller subsections for organizational reasons. As people began to feel increasingly disconnected from information and as its relational and contextual aspects began to fade, we saw a transformation in teaching and learning. Hands-on apprenticeships and small teacher/student cohorts began to disappear, replaced by teachers delivering carefully parsed and categorized information to “standardized” students, all while trapped in classrooms isolated from the world in order to limit “distraction.”
  • It has become virtually impossible for a person to assess the quality, relevance, and usefulness of more information than she can process in a lifetime. And this is a problem that will only get worse as information continues to proliferate. But a quick look at popular technologies shows some of the ways people are working to address it. Social networking leverages selected communities to recommend books, restaurants, and movies. Context- and location-aware applications help focus search results and eliminate extraneous complexity. And customization and personalization allow people to create informational spaces that limit the intrusion of informational chaos.
  • ...9 more annotations...
  • Any genuine solution will have to address the problems of the current informational age — and it will need to continue answering the problems of the previous informational ages. From what I’ve seen, Apple’s new iPad is the first device to promise this (even if that promise isn’t yet fully realized). That is what makes it such a compelling candidate to be the first platform that serves true digital books.
  • Books that are static, don’t allow customization, don’t connect with other information on the device, and don’t leverage social connectivity aren’t the future, no matter how sophisticated the device that serves them. They’re simply the past repackaged.
  • Given what I’ve seen of its features and approaches, the iPad shows the promise to engender such a change, though much development will have to take place for it to realize its potential. Nonetheless, the innovation it offers in three critical areas is especially compelling: accessibility, participation, and customization. Central to all three of these is the fact that the iPad is not a single-use, standalone device; it’s a powerful, converged platform with robust development tools and capabilities.
  • I would argue that the key accessibility feature of the iPad is its apparent “lack” of an interface (a feature Apple’s marketing is working hard to underscore). Unlike all of the other similar devices (including those running Apple’s standard OS), which require users to learn to negotiate complex symbolic interfaces — files, folders, hierarchies, toolbars, navigational buttons — the iPad limits or even eliminates these in favor of touch, an approach intuitive even to those too young to read.
  • The collapsing of symbolic complexity into the simplicity of touch enables participation by new groups of people — even relative technophobes — and this mirrors the increased accessibility offered by Gutenberg’s revolution while lowering the barrier characteristic of most recent technologies.
  • For those interested in culture and creativity, this is an exciting prospect.
  • In Gutenberg’s case, the increase in accessibility led to a dramatic increase in cultural participation, and this is another way the iPad differentiates itself from many of its peer devices.
  • Put in the hands of readers and students, the robust capabilities of its new version of iWork, combined with access to the complete range of apps on the App Store and an entirely new generation of native apps, the iPad could provide access to professional-quality creative tools that empower a new set of participants
  • the iPad’s blend of social and contextual technologies and its ease of customization offer useful ways for the device to help users sort, focus, and control the information around them. The iPad’s networking capabilities, linked to a new generation of digital books, could help people discover both new texts and the members of a discussion group who could help them process what they’re reading. Combined with a portable format that allows readers to carry their books into various contexts, this could be incredibly powerful. One imagines, for example, a field-guide to forests linked to live discussion partners, allowing a reader to discover the forest in a new and engaging way that offers the advantages of both the first and second informational ages. Yet this sort of capability also reveals an area where the iPad falls surprisingly short: its lack of a camera (let alone two, one forward and one backward facing) means the device has limited capabilities for interesting emerging technologies like augmented reality — a staple of recently-developed apps. In terms of future eBooks, a volume of Hemingway that could alert readers that they were only two blocks from the café Les Deux Magots, for example, and offer an augmented tour of the place or that could direct the reader of Brontë to a moor would be transformational indeed. Perhaps we’ll see such capabilities on iPad 2.0.
Barbara Lindsey

UNCF Forum Series: Huston-Tilllotson Part 2 on Vimeo - 0 views

vimeo.com/11258416

video gaming students criticalpedagogy

shared by Barbara Lindsey on 07 May 10 - Cached
  • Barbara Lindsey on 07 May 10
     
    An interesting integration of video gaming to empower students to critically evaluate media representations of their communities and to create their own stories of their lives to challenge/expand on those representations.
Barbara Lindsey

Education Week: Investing in Teachers as Learners - 0 views

www.edweek.org/...17richardson.h30.html

education teachers edweek willrichardson learning2.0

shared by Barbara Lindsey on 19 Jan 11 - No Cached
  • First and foremost, schools want our kids to be knowers, not learners. You can see that in nearly every aspect of our system, which remains content-driven both in pedagogy and assessment.
  • Arguably, if you have the skills to do it, you could literally build your own education by creating your own curriculum, your own classroom, and your own assessments.
  • Being able to design your own education, however, isn’t easy by any stretch. In fact, it’s a highly complex intellectual and emotional task.
  • ...4 more annotations...
  • those “teachers” now need to be experts at only one thing, and that is learning. They need to know how to help kids become those self-directed, literate learners who can ask meaningful questions, probe difficult problems, separate good information from bad, connect safely to strangers online, and interact with them on an ongoing basis. And, most importantly, our educators need to be able to do this themselves.
  • Teachers should see themselves as only one node in a global network of educators with their students learning how to build networks for themselves.
  • reconceptualizing teaching in this way is going to require a community that is local and global, physical and virtual.
  • We could start, as many schools have, by eliminating “staff meetings” and running online small-team learning discussions instead. We could en¬courage teachers to create online spaces where they can interact across districts, and reflect and share their experiences and knowledge. But this also means we must support and celebrate innovation, problem-solving, and experimentation, and share the best learning practices of the profession with the world.
  • Barbara Lindsey on 19 Jan 11
     
    Arguably, if you have the skills to do it, you could literally build your own education by creating your own curriculum, your own classroom, and your own assessments. It's a shift to a highly personalized, do-it-yourself education, a process that will continue to grow as we get better at pulling information and people from the Web to ourselves. Buckle up.
Barbara Lindsey

The Magic of Going Mobile: Augmented Reality, Design Thinking and the Power of Place | ... - 0 views

spotlight.macfound.org/...ty-design-thinking-power-place

augmentedreality mobile learning storytelling place

shared by Barbara Lindsey on 01 May 12 - No Cached
  • Game designers say that as a narrative tool, ARIS is especially primed for helping educators create structures that allow students to go out into new environments, collect information, and then to aggregate, find patterns, and make meaning of that information.
  • Alice Leung, a teacher at Merrylands High School in Sydney, Australia, recently used ARIS with a group of students to design a tour of the school’s main landmarks for student orientation day.
    • Barbara Lindsey
      Barbara Lindsey on 01 May 12
       
      What I suggested to the Global Curriculum Committee over 5 years ago...
  • “The rich area for kids is really designing,” he says. “Being part of community, play testing, learning about content, science, civics, social studies. It’s a really rich space where people move from players to designers and back. People are rallying around them and commenting on each other’s work.”
  • Barbara Lindsey on 01 May 12
     
    fall 2012 syllabus
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.
  • ...1 more annotation...
  • 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

Networking on the Network - 0 views

www.cs.washington.edu/...g-on-the-network-20050814.html

networking gradstudent

shared by Barbara Lindsey on 16 Sep 11 - No Cached
  • Many students ask themselves, "which network should I join?", and they worry that they will make the wrong choice. After all, your social network defines your career in a profound way, and if you choose an unfriendly network then you can make your life miserable. But this is the wrong way to think about it. You are not choosing which network to join; rather, you are creating a new network of your own. Your network is made out of individuals -- the individuals whose research and outlook are related to your own. These individuals' own networks will overlap to some extent, but they will not be identical. Most of them will attend several different conferences, publish in several different journals, and so on. You should do the same. Don't spread yourself too thin by trying to cultivate everyone who could possibly be relevant. But don't confine yourself to existing boundaries either.
  • Barbara Lindsey on 16 Sep 11
     
    A Guide to Professional Skills for PhD Students
Barbara Lindsey

How to Drag and Drop PDF Documents to Evernote. on Vimeo - 0 views

vimeo.com/45176790

pdf documents evernote video howto

shared by Barbara Lindsey on 07 Jul 12 - No Cached
  • Barbara Lindsey on 07 Jul 12
     
    Great idea and demo showing how to put a pdf in a shared evernote doc and then create a qr code for it that students can use to download, esp. on an iPad where it then shows up in their iBook library.
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