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Barbara Lindsey

newspaper map - 1 views

newspapermap.com/#slat=59.88893689676585&slong=-38.55898437500004&zoom=2

newspaper map google translate

shared by Barbara Lindsey on 26 Jan 12 - No Cached
  • Barbara Lindsey on 26 Jan 12
     
    fall 2012 syllabus
Barbara Lindsey

A Wicked Deception - YouTube - 0 views

www.youtube.com/watch

video funny translation problems

shared by Barbara Lindsey on 20 Jun 12 - No Cached
  • Barbara Lindsey on 20 Jun 12
     
    For Methods & Fall 2012 syllabus
Barbara Lindsey

Do You Speak "Academia"? » Edurati Review - 0 views

eduratireview.com/...do-you-speak-academia

academia writing journals

shared by Barbara Lindsey on 06 Sep 10 - No Cached
  • the opening main clause, “Education is an all-encompassing institution,” makes little sense, and the rest of the sentence fails to clarify its meaning. The use of “each and every” is redundant; if each continent and culture, then, by default, it is every continent and culture. After the semicolon, good verbs become weak adjectives: functional and organizational. The entire paragraph could be restructured as an easily understood sentence: In every society, schools organize, function, and operate similarly.
  • Why pick on paragraphs pulled from their contexts? If you read (or try to read) educational journals, you’ll find that these examples are not isolated. They illustrate the “academic style” characterizing such periodicals. These periodicals, their supporters argue, provide the link between research and classroom practice. But the poor communication—the academic writing—requires the reader to add steps to the usually efficient cognition of comprehension. The reader is forced to pause and ask, “What does that mean in plain English?” It’s not that different from reading text in a second language, one in which the reader may be knowledgeable but not proficient.
  • This same gap often exists between students and their textbooks.
  • ...9 more annotations...
  • This issue is so prevalent that some experts recommend we teach students “academic language.”
  • This additional distance between the writer and reader decreases the likelihood that the journals will actually be read. And if the journals are not read by teachers, the research will be slow to influence educational practice, if it does at all.
  • We are spending time, effort, and sometimes money on research doomed to remain idle because it’s not communicated well. The poor writing prevents worthwhile application.
  • If understanding depends on translating the language, students who struggle with this prerequisite may lack the motivation or inertia to think beyond, or even through, the interpretation. We’re making understanding more difficult—a seeming antithesis to our role as educators.
  • Why can’t “academic” journals and textbooks utilize common principles of good writing. Why do we insist on communication complexity when our goals would be better served by simple clarity?
  • Status? Are we insisting on “academic writing” because it separates journals from the “rags” intended for the masses or textbooks from the unlearned? If so, our goal must be to maintain some perceived elite readership—a readership probably not teaching or sitting in our classrooms.
  • Do we think that our research and subject matter is complicated, therefore our communicating should also be complex? This is so contrary to logic and sound teaching that it’s an oxymoron.
  • A complex topic requires simple writing, especially when the reader likely lacks the author’s background knowledge and experience. This is almost always the case when a researcher seeks to address individuals who were not part of the research team or involved in similar research themselves, or when experts in a field seek to articulate concepts for students.
  • Medina presents ideas simply and in ways known to foster learning. As the brain engages in elaboration, it overlays new data with known experiences, making connections that help construct understanding. Medina relates a new, complex topic to a familiar childhood activity—origami (even though he is not writing for children). By giving us a reference point for understanding DNA, he equips us with the tools needed to construct understanding. Isn’t this what we should be striving for, both in our textbooks and our journals?
Barbara Lindsey

Education Week: Science Grows on Acquiring New Language - 0 views

www.edweek.org/...09window_ep.h30.html

language learning brain research

shared by Barbara Lindsey on 26 Oct 10 - No Cached
  • For example, when babies born to native-English-speaking parents played three times a week during that window with a native-Mandarin-speaking tutor, at 12 months, they had progressed in their ability to recognize both English and Mandarin sounds, rather than starting to retrench in the non-native language. By contrast, children exposed only to audio or video recordings of native speakers showed no change in their language trajectory. Brain-imaging of the same children backed up the results of test-based measures of language specialization.
  • The research may not immediately translate into a new language arts curriculum, but it has already deepened the evidence for something most educators believe instinctively: Social engagement, particularly with speakers of multiple languages, is critical to language learning.
  • “The key to that series of studies is exposure and live interactions with native speakers,” Ms. Lebedeva said. “The interactions need to be naturalistic: eye contact, gestures, exaggerated phonemes.”
  • ...2 more annotations...
  • “Human brains are wired to learn best in social interactions, whether that learning is about language or problem-solving or emotion,” Ms. Lebedeva said, “but language is such a ubiquitous human behavior that studying it gives us an example of how more general learning takes place.”
  • at the science-oriented Ultimate Block Party held in New York City this month, children of different backgrounds played games in which they were required to sort toys either by shape or color, based on a rule indicated by changing flashcards. A child sorting blue and yellow ducks and trucks by shape, say, might suddenly have to switch to sorting them by color. The field games exemplified research findings that bilingual children have greater cognitive flexibility than monolingual children. That is, they can adapt better than monolingual children to changes in rules—What criteria do I use to sort?—and close out mental distractions—It doesn’t matter that some blue items are ducks and some are trucks.
  • Barbara Lindsey on 26 Oct 10
     
    researchers long thought the window for learning a new language shrinks rapidly after age 7 and closes almost entirely after puberty. Yet interdisciplinary research conducted over the past five years at the University of Washington, Pennsylvania State University, and other colleges suggest that the time frame may be more flexible than first thought and that students who learn additional languages become more adaptable in other types of learning, too.
Barbara Lindsey

University of Houston Study: Hybrid Courses More Effective for Students - 0 views

www.campustechnology.com/...60481

blended courses education hybrid learning

shared by Barbara Lindsey on 09 Apr 08 - Cached
  • hybrid class that incorporated instructional technology with in-class lectures scored a letter grade higher on average than their counterparts who took the same class in a more traditional format.
  • the hybrid class met once a week for traditional 90-minute lectures augmented with in-class response after doing 90 minutes of online work, which included a quiz that could be taken twice.
  • Students who attended the hybrid course received final grades that were 10% higher than those who attended the traditional class, which translated to a full letter grade increase."Presumably, this increase is due to the fact that students were able to increase their exposure to course content via access to material on WebCT," McFarlin writes in his report,
Barbara Lindsey

Curricula Designed to Meet 21st-Century Expectations | Resources | EDUCAUSE - 0 views

www.educause.edu/...6065

expectations implementation student technology

shared by Barbara Lindsey on 21 Oct 07 - Cached
  • W here students had once called a large number of their classes "death by lecture," she noted they were now calling them "death by PowerPoint." >
  • here students had once called a large number of their classes "death by lecture," she noted they were now calling them "death by PowerPoint."
    • Barbara Lindsey
      Barbara Lindsey on 21 Oct 07
       
      Not representative sample
  • ...13 more annotations...
  • With such specific applications of technology and the limited use of other forms (for example, multimedia), students' low expectations for the use of technology in the curriculum is not surprising. Such constrained use of technology by the faculty in the curriculum and low student expectations may serve to limit innovation and creativity as well as the faculty's capacity to engage students more deeply in their subject matter. Like all organizations, colleges and universities respond to the demands placed upon them. Students' and institutions' low expectations for the use of technology for learning provide insufficient impetus for faculties to change their behavior and make broader, more innovative use of these tools in the service of learning.
  • Consider this scenario:
  • From the beginning, however, a problem arose in that those middle school students went on to high schools and later to colleges that did not (and do not) provide this type of rich learning experience—a learning experience that can best be achieved when technology is used in the service of learning.
  • Data obtained from these sessions with high school and college seniors in Indiana, Oregon, and Virginia
  • Less attention has been given to how to help students achieve the desired learning outcomes through technology.
  • comparatively little support has been devoted to helping faculty use computers and other technologies in creative and innovative ways to deepen student learning.
  • To develop intentional learners, the curriculum must go beyond helping students gain knowledge for knowledge's sake to engaging students in the construction of knowledge for the sake of addressing the challenges faced by a complex, global society.
  • institutional structures and practices to resolve technical problems that faculty invariably encounter are very limited or are not the type of aid needed. Such lack of support limits the amount of time faculty can spend on what they do best—building a compelling curriculum and integrating technology for more powerful learning.
  • integrating study abroad into courses back on the home campus;
  • Faculty concerns perhaps center less on being "replaceable" and more on worrying that the teaching and learning enterprise will be reduced to students gathering information that can be easily downloaded, causing them to rely too heavily on technology instead of intellect.
    • Barbara Lindsey
      Barbara Lindsey on 21 Oct 07
       
      Mentioned frequently by our group members.
  • First, traditional age students overwhelmingly prefer face-to-face contact with faculty to mediated communication. Second, technology used in the service of learning will require more—not less—sophistication on the part of students as they engage in processes of integration, translation, audience analysis, and critical judgment.
  • Faculty with expertise in one or more subjects, who have been exposed to what we know about how people learn, can determine how to enhance this learning through the use of technology. But simply understanding how to use technology will not provide the integration needed to reach the desired learning outcomes.
    • Barbara Lindsey
      Barbara Lindsey on 21 Oct 07
       
      Last sentence here most important.
  • There is a need for integrating technology that is in the service of learning throughout the curriculum. More intentional use of technology to capture what students know and are able to integrate in their learning is needed.
Christopher Laine

Nomadics - A place for tracings, translations, meanderings, explorations of a mainly wr... - 1 views

pierrejoris.com/blog

shared by Christopher Laine on 15 Feb 10 - Cached
  • Christopher Laine on 15 Feb 10
     
    Pierre Joris' blog
Inas Ayyoub

Curricula Designed to Meet 21st-Century Expectations | EDUCAUSE - 1 views

www.educause.edu/...6065

educause curricula students netgen

shared by Inas Ayyoub on 17 Mar 10 - Cached
  • Faculty concerns perhaps center less on being "replaceable" and more on worrying that the teaching and learning enterprise will be reduced to students gathering information that can be easily downloaded, causing them to rely too heavily on technology instead of intellect.
  • First, traditional age students overwhelmingly prefer face-to-face contact with faculty to mediated communication. Second, technology used in the service of learning will require more—not less—sophistication on the part of students as they engage in processes of integration, translation, audience analysis, and critical judgment.
  • With such specific applications of technology and the limited use of other forms (for example, multimedia), students' low expectations for the use of technology in the curriculum is not surprising. Such constrained use of technology by the faculty in the curriculum and low student expectations may serve to limit innovation and creativity as well as the faculty's capacity to engage students more deeply in their subject matter.
    • Barbara Lindsey
      Barbara Lindsey on 17 Mar 10
       
      Your thoughts on this?
    • Chenwen Hong
      Chenwen Hong on 21 Mar 10
       
      I completely agree. As a student, I don't think a text-based PowerPoint slide presentation would interest me too much, partcularly when there are too many words squeezed into just one slide. If a PowerPoint slide presentation is just a copy of texts, the use of technology makes nothing different from teaching with a blackboard and chalks. The use of technology must have, and then can serve, a pedagogical purpose.
    • Inas Ayyoub
      Inas Ayyoub on 22 Mar 10
       
      This remindes me of the first time stuents at my school started using powerpoints to make presentations and how exciting it was for them to see thier classmates ideas presented in front of them this way. Over using this and without really integraing sth new than their words written, showed boredom and disinterest later! So teachers should think here of using technology in a different way like turning the lesson into a digital story or using technology differently ! Being unexpected in the way you use technology in the classrooom, would make them always eager to learn and excited about it!!!
  • ...4 more annotations...
  • Today, these tools still provide middle school teachers with vehicles to enlarge their students' learning. Math and science problem sets are embedded in authentic stories that students understand because the stories reflect their everyday experiences. These authentic problem-solving exercises not only engage students in their learning but also stimulate them to want to learn more.
  • From the beginning, however, a problem arose in that those middle school students went on to high schools and later to colleges that did not (and do not) provide this type of rich learning experience—a learning experience that can best be achieved when technology is used in the service of learning.
  • Students need mastery in areas that include knowledge of human imagination and expression, global and cross-cultural communities, and modeling the natural world.
  • The assignment could take on a deeper dimension by using videoconferencing and e-mail to link teams to students living in the countries of origin of the groups being studied. Integrating real-time global experiences into the classroom can provide a new, first-person information source and engender debate about the validity of various sources of information used in conducting research.
    • Chenwen Hong
      Chenwen Hong on 21 Mar 10
       
      I guess the project, with the Peace Corp., we saw during last Friday's session is the best example of technology engaging students with course materials by iintegrating real-time experiences with classroom studies.
Barbara Lindsey

PopTech : Living Languages Digital Dialog - 0 views

www.poptech.org/lldd

subtitles dotsub translation languages loss humanity

shared by Barbara Lindsey on 12 Apr 10 - No Cached
  • Barbara Lindsey on 12 Apr 10
     
    Creative use of dotSUB to mobilze a global community to prevent the loss of human knowledge and culture.
Barbara Lindsey

Stanford University prepares for an amazing "bookless library" - San Jose Mercury News - 0 views

www.mercurynews.com/...ci_15112885

library digital scholarship

shared by Barbara Lindsey on 20 May 10 - No Cached
  • "The role of this new library is less to do with shelving and checking out books — and much more about research and discovery," said Andrew Herkovic, director of communications and development at Stanford Libraries.
  • It is only half the size of the current Engineering Library, but saves its space for people, not things. It features soft seating, "brainstorm islands," a digital bulletin board, and group event space. There are few shelves and it will feature a self-checkout system.
  • The sciences are the perfect place to test bookless libraries, librarians say. In math, online books tend to render formulas badly. And those in the humanities, arts and social sciences still embrace the serendipitous discoveries made while browsing. Johanna Drucker, UCLA professor of information studies, moreover asks: "What version of a work should be digitized as representative? Leo Tolstoy's original Russian text? Or the Maude translation? Should we digitize the sanitized version of Mark Twain's classics, or the originals?"
Barbara Lindsey

lingro: Biografia de Ricardo Palma - 0 views

lingro.com/...palma.htm

author biography

shared by Barbara Lindsey on 27 Sep 11 - No Cached
  • (Lima, 1833 - Miraflores, 1919) Escritor peruano, creador de un género intermedio entre el relato y la crónica, que renovó la prosa sudamericana. Aunque se le considera integrante de la escuela romántica, su obra no obedece del todo a sus presupuestos, salvo por algunos matices estilísticos que empleó como soporte formal. Es cierto que en su juventud hizo una apasionada defensa del romanticismo, pero luego lo juzgaría con gran severidad y trazaría su propio derrotero artístico.
    • Barbara Lindsey
      Barbara Lindsey on 27 Sep 11
       
      How old was Ricardo Palma when he died?
  • Barbara Lindsey on 27 Sep 11
     
    Ricardo Palma (Lima, 1833 - Miraflores, 1919) Escritor peruano, creador de un género intermedio entre el relato y la crónica, que renovó la prosa sudamericana. Aunque se le considera integrante de la escuela romántica, su obra no obedece del todo a sus presupuestos, salvo por algunos matices estilísticos que empleó como soporte formal. Es cierto que en su juventud hizo una apasionada defensa del romanticismo, pero luego lo juzgaría con gran severidad y trazaría su propio derrotero artístico.
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