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Barbara Lindsey

Presentation Zen Bento Box - dr. jude rathburn's posterous - 0 views

4edtechies.posterous.com/presentation-zen-bento-box

presentationzen presentationtools assessmentforlearning

shared by Barbara Lindsey on 25 Sep 10 - No Cached
  • Take an hour to show Garr's award winning Presentation Zen video (included in the bento box) so that people can see the principles in action before trying to design their own presentations. 
  • since viewers are not familiar with the approach, I found it is helpful to take some time to discuss each element.
  • rovide risk-free (i.e. low stakes) opportunities for learners to practice various elements of the Presentation Zen approach, share the results and provide peer reviews.
  • ...5 more annotations...
  • In my senior level strategic management seminar I asked people to break up into groups of three and then distributed a Fortune article about a local firm so that we would all be working with the same course-related content.  I gave them class time to read the article and also provided an organizing framework to help them focus on the main themes regarding the company's business strategy.  I also printed out a blank storyboard using the 3-slide handout feature in MSPowerPoint and distributed a few copies to each group.  Their task was to come to some consensus about the most interesting aspect of the company's strategy and identify the one central point that they wanted to get across in their 2-3 minute presentation.  The only other constraints were that they had to include one slide that highlighted some data that supported their central point and they had to create their storyboard and script in analog form before they opened their laptops. 
  • I asked each group to create a narrated presentation using either Keynote or PowerPoint, which they then uploaded to a discussion forum in our web-based course management system.  Each student also reviewed at least one other group's presentation, providing feedback on content, as well as the application of the Presentation Zen approach.  I provided feedback in the forum as well, commenting on the presentations themselves and the peer reviews.  Everyone who participated got full credit, which is why I referred to the practice presentation and peer review as a risk-free or low stakes activity.
  • Provide an example of a presentation that used the Presentation Zen approach, along with the storyboard and script
  • It also opens the door for viewers to give me feedback on the effectiveness of the design decisions I made and offer suggestions on how to improve my presentation.  I have found that opening up the conversation and giving students permission to review my work helps to strengthen our connection and improves my practice at the same time.  It also helps me demonstrate that it takes time and practice to implement the PZ approach - we are all a work in progress!
  • My final tip, at least for now, is to give people plenty of opportunities to practice using the Presentation Zen approach and give and receive feedback.  My students decided they wanted to create at least four presentations throughout the course to demonstrate their understanding of course concepts and their ability to apply those concepts to real world examples. 
  • Barbara Lindsey on 25 Sep 10
     
    Talks about using Garr Reynold's Presentation Zen approach to designing presentations and how he structures his students' (and his) learning experiences in using this approach.
Chenwen Hong

Wikipedia Pushes for Users to Add Videos - Wired Campus - The Chronicle of Higher Educa... - 0 views

chronicle.com/...22035

wikipedia video

shared by Chenwen Hong on 25 Mar 10 - Cached
  • For some institutions, the biggest roadblock to posting video to Web sites is the worry that the videos can be taken by other people, Mr. Moskowitz said. Because information posted on Wikipedia is free and unlicensed, someone can use a posted video for a profit-making venture. Mr. Moskowitz said the best strategy for protecting your videos is to keep the HD version of a video for your own use and post the standard-definition version to Wikipedia. Institutions could brand videos as well, although other users could crop out the institutional seal or post a new video in its place.
  • For some institutions, the biggest roadblock to posting video to Web sites is the worry that the videos can be taken by other people, Mr. Moskowitz said. Because information posted on Wikipedia is free and unlicensed, someone can use a posted video for a profit-making venture. Mr. Moskowitz said the best strategy for protecting your videos is to keep the HD version of a video for your own use and post the standard-definition version to Wikipedia. Institutions could brand videos as well, although other users could crop out the institutional seal or post a new video in its place.
  • Chenwen Hong on 25 Mar 10
     
    "For some institutions, the biggest roadblock to posting video to Web sites is the worry that the videos can be taken by other people, Mr. Moskowitz said. Because information posted on Wikipedia is free and unlicensed, someone can use a posted video for a profit-making venture. Mr. Moskowitz said the best strategy for protecting your videos is to keep the HD version of a video for your own use and post the standard-definition version to Wikipedia. Institutions could brand videos as well, although other users could crop out the institutional seal or post a new video in its place."
  • Chenwen Hong on 25 Mar 10
     
    Can Creative Commons be a good alternative to these troubling issues?
Barbara Lindsey

The New Gold Mine: Your Personal Information & Tracking Data Online - WSJ.com - 0 views

online.wsj.com/...3940904575395073512989404.html

privacy online rights onlinerights onlineprivacy tracking datamining

shared by Barbara Lindsey on 29 Dec 10 - Cached
  • the tracking of consumers has grown both far more pervasive and far more intrusive than is realized by all but a handful of people in the vanguard of the industry. • The study found that the nation's 50 top websites on average installed 64 pieces of tracking technology onto the computers of visitors, usually with no warning. A dozen sites each installed more than a hundred. The nonprofit Wikipedia installed none.
  • the Journal found new tools that scan in real time what people are doing on a Web page, then instantly assess location, income, shopping interests and even medical conditions. Some tools surreptitiously re-spawn themselves even after users try to delete them. • These profiles of individuals, constantly refreshed, are bought and sold on stock-market-like exchanges that have sprung up in the past 18 months.
  • Advertisers once primarily bought ads on specific Web pages—a car ad on a car site. Now, advertisers are paying a premium to follow people around the Internet, wherever they go, with highly specific marketing messages.
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  • "It is a sea change in the way the industry works," says Omar Tawakol, CEO of BlueKai. "Advertisers want to buy access to people, not Web pages."
  • The Journal found that Microsoft Corp.'s popular Web portal, MSN.com, planted a tracking file packed with data: It had a prediction of a surfer's age, ZIP Code and gender, plus a code containing estimates of income, marital status, presence of children and home ownership, according to the tracking company that created the file, Targus Information Corp.
  • Tracking is done by tiny files and programs known as "cookies," "Flash cookies" and "beacons." They are placed on a computer when a user visits a website. U.S. courts have ruled that it is legal to deploy the simplest type, cookies, just as someone using a telephone might allow a friend to listen in on a conversation. Courts haven't ruled on the more complex trackers.
  • tracking companies sometimes hide their files within free software offered to websites, or hide them within other tracking files or ads. When this happens, websites aren't always aware that they're installing the files on visitors' computers.
  • Often staffed by "quants," or math gurus with expertise in quantitative analysis, some tracking companies use probability algorithms to try to pair what they know about a person's online behavior with data from offline sources about household income, geography and education, among other things. The goal is to make sophisticated assumptions in real time—plans for a summer vacation, the likelihood of repaying a loan—and sell those conclusions.
  • Consumer tracking is the foundation of an online advertising economy that racked up $23 billion in ad spending last year. Tracking activity is exploding. Researchers at AT&T Labs and Worcester Polytechnic Institute last fall found tracking technology on 80% of 1,000 popular sites, up from 40% of those sites in 2005.
  • The Journal found tracking files that collect sensitive health and financial data. On Encyclopaedia Britannica Inc.'s dictionary website Merriam-Webster.com, one tracking file from Healthline Networks Inc., an ad network, scans the page a user is viewing and targets ads related to what it sees there.
    • Barbara Lindsey
      Barbara Lindsey on 09 Nov 11
       
      Tracking you an targeting ads to you on a popular dictionary site!
  • Beacons, also known as "Web bugs" and "pixels," are small pieces of software that run on a Web page. They can track what a user is doing on the page, including what is being typed or where the mouse is moving.
  • The majority of sites examined by the Journal placed at least seven beacons from outside companies. Dictionary.com had the most, 41, including several from companies that track health conditions and one that says it can target consumers by dozens of factors, including zip code and race.
  • After the Journal contacted the company, it cut the number of networks it uses and beefed up its privacy policy to more fully disclose its practices.
  • Flash cookies can also be used by data collectors to re-install regular cookies that a user has deleted. This can circumvent a user's attempt to avoid being tracked online. Adobe condemns the practice.
  • Most sites examined by the Journal installed no Flash cookies. Comcast.net installed 55.
  • Wittingly or not, people pay a price in reduced privacy for the information and services they receive online. Dictionary.com, the site with the most tracking files, is a case study.
  • Think about how these technologies and the associated analytics can be used in other industries and social settings (e.g. education) for real beneficial impacts. This is nothing new for the web, the now that it has matured, it can be a positive game-changer.
  • Media6Degrees Inc., whose technology was found on three sites by the Journal, is pitching banks to use its data to size up consumers based on their social connections. The idea is that the creditworthy tend to hang out with the creditworthy, and deadbeats with deadbeats.
  • "There are applications of this technology that can be very powerful," says Tom Phillips, CEO of Media6Degrees. "Who knows how far we'd take it?"
  • Hidden inside Ashley Hayes-Beaty's computer, a tiny file helps gather personal details about her, all to be put up for sale for a tenth of a penny.
  • "We can segment it all the way down to one person," says Eric Porres, Lotame's chief marketing officer.
  • One of the fastest-growing businesses on the Internet, a Wall Street Journal investigation has found, is the business of spying on Internet users.
  • Yahoo Inc.'s ad network,
  • "Every time I go on the Internet," she says, she sees weight-loss ads. "I'm self-conscious about my weight," says Ms. Reid, whose father asked that her hometown not be given. "I try not to think about it…. Then [the ads] make me start thinking about it."
  • Information about people's moment-to-moment thoughts and actions, as revealed by their online activity, can change hands quickly. Within seconds of visiting eBay.com or Expedia.com, information detailing a Web surfer's activity there is likely to be auctioned on the data exchange run by BlueKai, the Seattle startup.
  • Barbara Lindsey on 29 Dec 10
     
    a New York company that uses sophisticated software called a "beacon" to capture what people are typing on a website
Barbara Lindsey

A Brief Interview with Michael Wesch (The Creator of That Wonderful Video...) - John Ba... - 0 views

battellemedia.com/...reator_of_that_wonderful_video

interview wesch machineusingus

shared by Barbara Lindsey on 12 Sep 10 - Cached
  • The Web speeds up the process of rebuttal, reply, and revision and calls forth a different approach. The radically collaborative technologies emerging on the Web create the possibility for doing scholarship in the mode of conversation rather than argument, or to transform the argument as war metaphor into something that suggests collaboration rather than combat. Personally, I prefer the metaphor of the dance and that we are all here in this webscape dancing and playing around with ideas. The best dancers are those that find a way to “lose themselves” in the music – pushing the limits of the dance without fear of tripping or falling because they know that it is all part of the dance.
  • On the next 10-20 years and social networking ... I think this will greatly depend on the structure of those social networking tools and what kinds of communication are made possible with these tools. For example, on Facebook there are “walls” and “discussion groups.” Both of these sections are for human communication, but they are structured differently and therefore elicit different kinds of conversations. Furthermore, they are used in ways beyond how they were intended. Even now, as I am answering multiple questions with one long comment at the bottom of a blog post, the structure of the medium is in some way affecting how I am responding. On a forum I would address each question individually in separate threads. These seemingly minor differences are important because all human relationships are mediated by communication.
    • Barbara Lindsey
      Barbara Lindsey on 12 Sep 10
       
      "All human relationships are mediated by communication."
  • if there is a global village, it is not a very equitable one, and if there is a tragedy of our times, it may be that we are all interconnected but we fail to see it and take care of our relationships with others. For me, the ultimate promise of digital technology is that it might enable us to truly see one another once again and all the ways we are interconnected. It might help us create a truly global view that can spark the kind of empathy we need to create a better world for all of humankind.
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  • First, everything including the environment, technology, economy, social structure, politics, religion, art and more are all interconnected. As I tried to illustrate in the video, this means that a change in one area (such as the way we communicate) can have a profound effect on everything else, including family, love, and our sense of being itself.
  • wanted to show people how digital technology has evolved and give them a sense of where it might be going and to give some momentum to the all-important conversation about the consequences of that on our global society.
  • Barbara Lindsey on 12 Sep 10
     
    Michael Wesch explains the purpose of his video, The Machine is Us/ing Us
Barbara Lindsey

Fishing / Fish Nuggets » CogDogBlog - 0 views

cogdogblog.com/...fishing-fish-nuggets

faculty pedagogy technology

shared by Barbara Lindsey on 30 Mar 08 - Cached
  • Course Management Systems are huge fish nugget factories. And we spend a lot of time, effort, money keeping the assembly lines moving. Fishing? Most things web 2.0.
    • Barbara Lindsey
      Barbara Lindsey on 30 Mar 08
       
      How can we swim against the stream when university administration pays millions in initial and on-going costs (renewal fees, support staff, 'training sessions') for these lock-step CMSs and actively promote their use and discourage or prevent the use of flexible, interactive and user-defined social networking environments?
  • Most of the faculty that reach out to me are really just asking for tech support. They want to know how to perform certain tasks in Blackboard. They want to know how to edit a web site. They don’t tend to ask the bigger questions: what is appropriate technology for me to use to achieve my goals, how should I use x to help my students learn.
  • I had tremendous latitude to explore and try new technologies
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  • Do we foster an environment of “learned helplessness” among the faculty we support by most of our work being workshops on the tools rather than the craft?
    • Barbara Lindsey
      Barbara Lindsey on 30 Mar 08
       
      Why is it that so many educators don't get this?
  • And along these lines, I was part of some technology conversations with UBC faculty and I just relished watching my colleague Brian’s face contort when someone says, “how do I use twitter in my class?” He’d say in his sweet flip matter, “I am not going to answer that” — not because he doesn’t want to help, but because he wants to teach fishing, not toss them nuggets. You don’t find a freaking “job aid” that gives you a 8 step recipe to use twitter in your economics class– you spend some time in the environment, and let the affordances linger with your content area, and then maybe, you develop an idea that makes sense.
  • My thought is you do a lot of small things.
  • Toss ‘em something that might help on a personal level- be it flickr or doodle or diigo or heck, Blabberize.
  • it means less formal training, less workshops, and more learning by doing. It means using these tools a much as possible in our processes, so they become part of a fabric, not something strange and exotic.
    • Barbara Lindsey
      Barbara Lindsey on 30 Mar 08
       
      Yes--again, why is this such a difficult concept for educators?
  • They get so hung up on the basic that they can’t get into the cool stuff like expanding and applying their knowledge to more challenging problems. The same situation occurs with faculty. There are lots of folks out there…really…who don’t understand the Internet or servers or how web pages or email works or what the difference. For many folks, uploading links and icons and documents to Blackboard is a major accomplishment given their complete and total lack of understanding of the technological world. I am not even talking about understanding at the level of a techie but more an intuitive sense of how and why things work the way they do with technology.
  • Barbara Lindsey on 30 Mar 08
     
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Barbara Lindsey

My School, Meet MySpace: Social Networking at School | Edutopia - 0 views

www.edutopia.org/my-school-meet-myspace

21stcentury critical pedagogy education sla technology web2.0

shared by Barbara Lindsey on 11 Jul 08 - Cached
  • Months before the newly hired teachers at Philadelphia's Science Leadership Academy (SLA) started their jobs, they began the consuming work of creating the high school of their dreams -- without meeting face to face. They articulated a vision, planned curriculum, designed assessment rubrics, debated discipline policies, and even hammered out daily schedules using the sort of networking tools -- messaging, file swapping, idea sharing, and blogging -- kids love on sites such as MySpace.
  • hen, weeks before the first day of school, the incoming students jumped onboard -- or, more precisely, onto the Science Leadership Academy Web site -- to meet, talk with their teachers, and share their hopes for their education. So began a conversation that still perks along 24/7 in SLA classrooms and cyberspace. It's a bold experiment to redefine learning spaces, the roles and relationships of teachers and students, and the mission of the modern high school.
  • When I hear people say it's our job to create the twenty-first-century workforce, it scares the hell out of me," says Chris Lehmann, SLA's founding principal. "Our job is to create twenty-first-century citizens. We need workers, yes, but we also need scholars, activists, parents -- compassionate, engaged people. We're not reinventing schools to create a new version of a trade school. We're reinventing schools to help kids be adaptable in a world that is changing at a blinding rate."
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  • It's the spirit of science rather than hardcore curriculum that permeates SLA. "In science education, inquiry-based learning is the foothold," Lehmann says. "We asked, 'What does it mean to build a school where everything is based on the core values of science: inquiry, research, collaboration, presentation, and reflection?'"
  • It means the first-year curriculum is built around essential questions: Who am I? What influences my identity? How do I interact with my world? In addition to science, math, and engineering, core courses include African American history, Spanish, English, and a basic how-to class in technology that also covers Internet safety and the ethical use of information and software. Classes focus less on facts to be memorized and more on skills and knowledge for students to master independently and incorporate into their lives. Students rarely take tests; they write reflections and do "culminating" projects. Learning doesn't merely cross disciplines -- it shatters outdated departmental divisions. Recently, for instance, kids studied atomic weights in biochemistry (itself a homegrown interdisciplinary course), did mole calculations in algebra, and created Dalton models (diagrams that illustrate molecular structures) in art.
  • This is Dewey for the digital age, old-fashioned progressive education with a technological twist.
  • computers and networking are central to learning at, and shaping the culture of, SLA. "
  • he zest to experiment -- and the determination to use technology to run a school not better, but altogether differently -- began with Lehmann and the teachers last spring when they planned SLA online. Their use of Moodle, an open source course-management system, proved so easy and inspired such productive collaboration that Lehmann adopted it as the school's platform. It's rare to see a dog-eared textbook or pad of paper at SLA; everybody works on iBooks. Students do research on the Internet, post assignments on class Moodle sites, and share information through forums, chat, bookmarks, and new software they seem to discover every day.
  • Teachers continue to use Moodle to plan, dream, and learn, to log attendance and student performance, and to talk about everything -- from the student who shows up each morning without a winter coat to cool new software for tagging research sources. There's also a schoolwide forum called SLA Talk, a combination bulletin board, assembly, PA system, and rap session.
  • Web technology, of course, can do more than get people talking with those they see every day; people can communicate with anyone anywhere. Students at SLA are learning how to use social-networking tools to forge intellectual connections.
  • In October, Lehmann noticed that students were sorting themselves by race in the lunchroom and some clubs. He felt disturbed and started a passionate thread on self-segregation.
  • "Having the conversation changed the way kids looked at themselves," he says.
  • "What I like best about this school is the sense of community," says student Hannah Feldman. "You're not just here to learn, even though you do learn a lot. It's more like a second home."
  • As part of the study of memoirs, for example, Alexa Dunn's English class read Funny in Farsi, Firoozeh Dumas's account of growing up Iranian in the United States -- yes, the students do read books -- and talked with the author in California via Skype. The students also wrote their own memoirs and uploaded them to SLA's network for the teacher and class to read and edit. Then, digital arts teacher Marcie Hull showed the students GarageBand, which they used to turn their memoirs into podcasts. These they posted on the education social-networking site EduSpaces (formerly Elgg); they also posted blogs about the memoirs.
Barbara Lindsey

Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDUC... - 0 views

connect.educause.edu/...45823

collaboration educause learning2.0 pedagogy beyondwebct

shared by Barbara Lindsey on 07 Jul 08 - Cached
  • But at the same time that the world has become flatter, it has also become “spikier”: the places that are globally competitive are those that have robust local ecosystems of resources supporting innovation and productiveness.2
  • various initiatives launched over the past few years have created a series of building blocks that could provide the means for transforming the ways in which we provide education and support learning. Much of this activity has been enabled and inspired by the growth and evolution of the Internet, which has created a global “platform” that has vastly expanded access to all sorts of resources, including formal and informal educational materials. The Internet has also fostered a new culture of sharing, one in which content is freely contributed and distributed with few restrictions or costs.
  • the most visible impact of the Internet on education to date has been the Open Educational Resources (OER) movement, which has provided free access to a wide range of courses and other educational materials to anyone who wants to use them. The movement began in 2001 when the William and Flora Hewlett and the Andrew W. Mellon foundations jointly funded MIT’s OpenCourseWare (OCW) initiative, which today provides open access to undergraduate- and graduate-level materials and modules from more than 1,700 courses (covering virtually all of MIT’s curriculum). MIT’s initiative has inspired hundreds of other colleges and universities in the United States and abroad to join the movement and contribute their own open educational resources.4 The Internet has also been used to provide students with direct access to high-quality (and therefore scarce and expensive) tools like telescopes, scanning electron microscopes, and supercomputer simulation models, allowing students to engage personally in research.
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  • most profound impact of the Internet, an impact that has yet to be fully realized, is its ability to support and expand the various aspects of social learning. What do we mean by “social learning”? Perhaps the simplest way to explain this concept is to note that social learning is based on the premise that our understanding of content is socially constructed through conversations about that content and through grounded interactions, especially with others, around problems or actions. The focus is not so much on what we are learning but on how we are learning.5
  • This perspective shifts the focus of our attention from the content of a subject to the learning activities and human interactions around which that content is situated. This perspective also helps to explain the effectiveness of study groups. Students in these groups can ask questions to clarify areas of uncertainty or confusion, can improve their grasp of the material by hearing the answers to questions from fellow students, and perhaps most powerfully, can take on the role of teacher to help other group members benefit from their understanding (one of the best ways to learn something is, after all, to teach it to others).
  • This encourages the practice of what John Dewey called “productive inquiry”—that is, the process of seeking the knowledge when it is needed in order to carry out a particular situated task.
  • ecoming a trusted contributor to Wikipedia involves a process of legitimate peripheral participation that is similar to the process in open source software communities. Any reader can modify the text of an entry or contribute new entries. But only more experienced and more trusted individuals are invited to become “administrators” who have access to higher-level editing tools.8
  • by clicking on tabs that appear on every page, a user can easily review the history of any article as well as contributors’ ongoing discussion of and sometimes fierce debates around its content, which offer useful insights into the practices and standards of the community that is responsible for creating that entry in Wikipedia. (In some cases, Wikipedia articles start with initial contributions by passionate amateurs, followed by contributions from professional scholars/researchers who weigh in on the “final” versions. Here is where the contested part of the material becomes most usefully evident.) In this open environment, both the content and the process by which it is created are equally visible, thereby enabling a new kind of critical reading—almost a new form of literacy—that invites the reader to join in the consideration of what information is reliable and/or important.
  • But viewing learning as the process of joining a community of practice reverses this pattern and allows new students to engage in “learning to be” even as they are mastering the content of a field.
  • Mastering a field of knowledge involves not only “learning about” the subject matter but also “learning to be” a full participant in the field. This involves acquiring the practices and the norms of established practitioners in that field or acculturating into a community of practice.
  • Another interesting experiment in Second Life was the Harvard Law School and Harvard Extension School fall 2006 course called “CyberOne: Law in the Court of Public Opinion.” The course was offered at three levels of participation. First, students enrolled in Harvard Law School were able to attend the class in person. Second, non–law school students could enroll in the class through the Harvard Extension School and could attend lectures, participate in discussions, and interact with faculty members during their office hours within Second Life. And at the third level, any participant in Second Life could review the lectures and other course materials online at no cost. This experiment suggests one way that the social life of Internet-based virtual education can coexist with and extend traditional education.
  • Digital StudyHall (DSH), which is designed to improve education for students in schools in rural areas and urban slums in India. The project is described by its developers as “the educational equivalent of Netflix + YouTube + Kazaa.”11 Lectures from model teachers are recorded on video and are then physically distributed via DVD to schools that typically lack well-trained instructors (as well as Internet connections). While the lectures are being played on a monitor (which is often powered by a battery, since many participating schools also lack reliable electricity), a “mediator,” who could be a local teacher or simply a bright student, periodically pauses the video and encourages engagement among the students by asking questions or initiating discussions about the material they are watching.
  • John King, the associate provost of the University of Michigan
  • For the past few years, he points out, incoming students have been bringing along their online social networks, allowing them to stay in touch with their old friends and former classmates through tools like SMS, IM, Facebook, and MySpace. Through these continuing connections, the University of Michigan students can extend the discussions, debates, bull sessions, and study groups that naturally arise on campus to include their broader networks. Even though these extended connections were not developed to serve educational purposes, they amplify the impact that the university is having while also benefiting students on campus.14 If King is right, it makes sense for colleges and universities to consider how they can leverage these new connections through the variety of social software platforms that are being established for other reasons.
  • The project’s website includes reports of how students, under the guidance of professional astronomers, are using the Faulkes telescopes to make small but meaningful contributions to astronomy.
  • “This is not education in which people come in and lecture in a classroom. We’re helping students work with real data.”16
  • HOU invites students to request observations from professional observatories and provides them with image-processing software to visualize and analyze their data, encouraging interaction between the students and scientists
  • The site is intended to serve as “an open forum for worldwide discussions on the Decameron and related topics.” Both scholars and students are invited to submit their own contributions as well as to access the existing resources on the site. The site serves as an apprenticeship platform for students by allowing them to observe how scholars in the field argue with each other and also to publish their own contributions, which can be relatively small—an example of the “legitimate peripheral participation” that is characteristic of open source communities. This allows students to “learn to be,” in this instance by participating in the kind of rigorous argumentation that is generated around a particular form of deep scholarship. A community like this, in which students can acculturate into a particular scholarly practice, can be seen as a virtual “spike”: a highly specialized site that can serve as a global resource for its field.
  • I posted a list of links to all the student blogs and mentioned the list on my own blog. I also encouraged the students to start reading one another's writing. The difference in the writing that next week was startling. Each student wrote significantly more than they had previously. Each piece was more thoughtful. Students commented on each other's writing and interlinked their pieces to show related or contradicting thoughts. Then one of the student assignments was commented on and linked to from a very prominent blogger. Many people read the student blogs and subscribed to some of them. When these outside comments showed up, indicating that the students really were plugging into the international community's discourse, the quality of the writing improved again. The power of peer review had been brought to bear on the assignments.17
  • for any topic that a student is passionate about, there is likely to be an online niche community of practice of others who share that passion.
  • Finding and joining a community that ignites a student’s passion can set the stage for the student to acquire both deep knowledge about a subject (“learning about”) and the ability to participate in the practice of a field through productive inquiry and peer-based learning (“learning to be”). These communities are harbingers of the emergence of a new form of technology-enhanced learning—Learning 2.0—which goes beyond providing free access to traditional course materials and educational tools and creates a participatory architecture for supporting communities of learners.
  • We need to construct shared, distributed, reflective practicums in which experiences are collected, vetted, clustered, commented on, and tried out in new contexts.
  • An example of such a practicum is the online Teaching and Learning Commons (http://commons.carnegiefoundation.org/) launched earlier this year by the Carnegie Foundation for the Advancement of Teaching
  • The Commons is an open forum where instructors at all levels (and from around the world) can post their own examples and can participate in an ongoing conversation about effective teaching practices, as a means of supporting a process of “creating/using/re-mixing (or creating/sharing/using).”20
  • The original World Wide Web—the “Web 1.0” that emerged in the mid-1990s—vastly expanded access to information. The Open Educational Resources movement is an example of the impact that the Web 1.0 has had on education.
  • But the Web 2.0, which has emerged in just the past few years, is sparking an even more far-reaching revolution. Tools such as blogs, wikis, social networks, tagging systems, mashups, and content-sharing sites are examples of a new user-centric information infrastructure that emphasizes participation (e.g., creating, re-mixing) over presentation, that encourages focused conversation and short briefs (often written in a less technical, public vernacular) rather than traditional publication, and that facilitates innovative explorations, experimentations, and purposeful tinkerings that often form the basis of a situated understanding emerging from action, not passivity.
  • In the twentieth century, the dominant approach to education focused on helping students to build stocks of knowledge and cognitive skills that could be deployed later in appropriate situations. This approach to education worked well in a relatively stable, slowly changing world in which careers typically lasted a lifetime. But the twenty-first century is quite different.
  • We now need a new approach to learning—one characterized by a demand-pull rather than the traditional supply-push mode of building up an inventory of knowledge in students’ heads. Demand-pull learning shifts the focus to enabling participation in flows of action, where the focus is both on “learning to be” through enculturation into a practice as well as on collateral learning.
  • The demand-pull approach is based on providing students with access to rich (sometimes virtual) learning communities built around a practice. It is passion-based learning, motivated by the student either wanting to become a member of a particular community of practice or just wanting to learn about, make, or perform something. Often the learning that transpires is informal rather than formally conducted in a structured setting. Learning occurs in part through a form of reflective practicum, but in this case the reflection comes from being embedded in a community of practice that may be supported by both a physical and a virtual presence and by collaboration between newcomers and professional practitioners/scholars.
  • The building blocks provided by the OER movement, along with e-Science and e-Humanities and the resources of the Web 2.0, are creating the conditions for the emergence of new kinds of open participatory learning ecosystems23 that will support active, passion-based learning: Learning 2.0.
  • As a graduate student at UC-Berkeley in the late 1970s, Treisman worked on the poor performance of African-Americans and Latinos in undergraduate calculus classes. He discovered the problem was not these students’ lack of motivation or inadequate preparation but rather their approach to studying. In contrast to Asian students, who, Treisman found, naturally formed “academic communities” in which they studied and learned together, African-Americans tended to separate their academic and social lives and studied completely on their own. Treisman developed a program that engaged these students in workshop-style study groups in which they collaborated on solving particularly challenging calculus problems. The program was so successful that it was adopted by many other colleges. See Uri Treisman, “Studying Students Studying Calculus: A Look at the Lives of Minority Mathematics Students in College,” College Mathematics Journal, vol. 23, no. 5 (November 1992), pp. 362–72, http://math.sfsu.edu/hsu/workshops/treisman.html.
  • In the early 1970s, Stanford University Professor James Gibbons developed a similar technique, which he called Tutored Videotape Instruction (TVI). Like DSH, TVI was based on showing recorded classroom lectures to groups of students, accompanied by a “tutor” whose job was to stop the tape periodically and ask questions. Evaluations of TVI showed that students’ learning from TVI was as good as or better than in-classroom learning and that the weakest students academically learned more from participating in TVI instruction than from attending lectures in person. See J. F. Gibbons, W. R. Kincheloe, and S. K. Down, “Tutored Video-tape Instruction: A New Use of Electronics Media in Education,” Science, vol. 195 (1977), pp. 1136–49.
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?!
  • ...1 more annotation...
  • 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.
Celeste Arrieta

Collaborative Editing « Beyond WebCT: Integrating Social Networking Tools Int... - 3 views

beyondwebct.wordpress.com/...collaborative-editing-3

collaborative blogs wikis question

shared by Celeste Arrieta on 15 Feb 10 - Cached
  • In what ways do the readings for this week provide an insight into their potential use in educational settings? In what ways could they support the learning goals you have for your students? What do these venues for collaboration and resource sharing mean for you as an educator and scholar? What questions do they raise for you?
    • Barbara Lindsey
      Barbara Lindsey on 15 Feb 10
       
      Questions to explore for today's class
    • Chenwen Hong
      Chenwen Hong on 15 Feb 10
       
      Diigo & Zotero are really useful tools to do research.
    • Barbara Lindsey
      Barbara Lindsey on 15 Feb 10
       
      We should try to tease out the similarities and differences between these two tools and when and how one would use each. For some tools it is just a matter of personal preference, say between using pbworks versus wikispaces in creating a wiki. Do you think the same could be said here or are there critical differences?
    • Celeste Arrieta
      Celeste Arrieta on 16 Feb 10
       
      I think Diigo provides a wide variety of possibilities. Zotero is also useful and maybe it's easier to learn how to use it. But when I tried to find groups and information on my specific field, Zotero didn't show many.
    • Barbara Lindsey
      Barbara Lindsey on 16 Feb 10
       
      Celeste, I wonder if part of the reason why you couldn't find groups or specific information in your area of interest is because this part of Zotero is relatively new and that faculty in the humanities, in particular, are not 'rewarded' in the same way as those in the sciences are for collaborating. Do you think humanities faculty regularly collaborate on research currently? Do you know how their scholarly work is evaluated in this regard? What do you think of these new learning and scholarship opportunities and how they might impact you? Once you all have had a chance to use both for a while, I wonder if distinct differences between Diigo and Zotero will begin to emerge for you?
Barbara Lindsey

Apple's iPhone OS 4.0: What Will It Mean for Mobile Learning? by Bill Brandon : Learni... - 0 views

www.learningsolutionsmag.com/...ll-it-mean-for-mobile-learning

mobile iphone multi-tasking skype

shared by Barbara Lindsey on 10 Apr 10 - Cached
  • This has pretty exciting possibilities for Webinar/virtual classroom applications. The demo this morning was Skype. Until now, if you weren’t running Skype in the foreground on your iPhone, you couldn’t receive calls, and if you left the Skype app during a call, the call would disconnect. Now even when the phone is locked, you will still be able to receive Skype calls. When the phone is asleep or when the user is running other apps, VoIP apps can receive calls. When you send Skype to the background, incoming call invites will appear as the standard iPhone/iPod notification. Clicking the answer button brings the Skype app back. One question in the backchat during the presentation was whether there might be a new iPhone coming with a front-facing camera for such calls, but this went unanswered.
  • The new OS, in the background, will use cell towers to detect the phone’s location, in order to minimize power demands. The primary use of this service will be for turn-by-turn navigation. The secondary use will be to support social networking apps, such as Loopt. The OS has privacy protection for this service. An indicator on the status bar lets the user know when an app is using his or her location. The user can enable and disable location use by individual apps. This service could be useful for “location-based learning.”
  • Users can read books on any device (iPhone/iPod Touch/iPad). The books sync between devices, so that a user can stop reading a book on one device, then open it on another, and at the same place. This could be extremely handy for textbook use.
  • ...1 more annotation...
  • Mobile device management Wireless application distribution (iTunes sync not required)
Barbara Lindsey

What we learned from 5 million books | Video on TED.com - 0 views

www.ted.com/...rned_from_5_million_books.html

digitalhumanities lcl TED Google ngram tedtalks

shared by Barbara Lindsey on 12 Apr 12 - No Cached
    • Barbara Lindsey
      Barbara Lindsey on 12 Apr 12
       
      From YouTube version of this talk: "[Google's digtized books] are very practical and extremely awesome." Erez Lieberman Aiden and Jean-Baptiste Michel from Harvard University use the 15 million books scanned and digitized by Google to show how a visual and quantitative analysis of text can provide insights about fields as diverse as lexicography, the evolution of grammar, collective memory, the adoption of technology, the pursuit of fame, censorship, and historical epidemiology.
  • ELA: There are more sobering notes among the n-grams. For instance, here's the trajectory of Marc Chagall, an artist born in 1887. And this looks like the normal trajectory of a famous person. He gets more and more and more famous, except if you look in German. If you look in German, you see something completely bizarre, something you pretty much never see, which is he becomes extremely famous and then all of a sudden plummets, going through a nadir between 1933 and 1945, before rebounding afterward. And of course, what we're seeing is the fact Marc Chagall was a Jewish artist in Nazi Germany. Now these signals are actually so strong that we don't need to know that someone was censored. We can actually figure it out using really basic signal processing. Here's a simple way to do it. Well, a reasonable expectation is that somebody's fame in a given period of time should be roughly the average of their fame before and their fame after. So that's sort of what we expect. And we compare that to the fame that we observe. And we just divide one by the other to produce something we call a suppression index. If the suppression index is very, very, very small, then you very well might be being suppressed. If it's very large, maybe you're benefiting from propaganda.
  • Now when Google digitizes a book, they put it into a really nice format. Now we've got the data, plus we have metadata. We have information about things like where was it published, who was the author, when was it published. And what we do is go through all of those records and exclude everything that's not the highest quality data. What we're left with is a collection of five million books, 500 billion words, a string of characters a thousand times longer than the human genome -- a text which, when written out, would stretch from here to the Moon and back 10 times over -- a veritable shard of our cultural genome.
  • ...4 more annotations...
  • we're going to release statistics about the books. So take for instance "A gleam of happiness." It's four words; we call that a four-gram. We're going to tell you how many times a particular four-gram appeared in books in 1801, 1802, 1803, all the way up to 2008. That gives us a time series of how frequently this particular sentence was used over time. We do that for all the words and phrases that appear in those books, and that gives us a big table of two billion lines that tell us about the way culture has been changing.
  • You might also want to have a look at this particular n-gram, and that's to tell Nietzsche that God is not dead, although you might agree that he might need a better publicist.
  • JM: Now you can actually look at the distribution of suppression indexes over whole populations. So for instance, here -- this suppression index is for 5,000 people picked in English books where there's no known suppression -- it would be like this, basically tightly centered on one. What you expect is basically what you observe. This is distribution as seen in Germany -- very different, it's shifted to the left. People talked about it twice less as it should have been. But much more importantly, the distribution is much wider. There are many people who end up on the far left on this distribution who are talked about 10 times fewer than they should have been. But then also many people on the far right who seem to benefit from propaganda. This picture is the hallmark of censorship in the book record.
  • ELA: So culturomics is what we call this method. It's kind of like genomics. Except genomics is a lens on biology through the window of the sequence of bases in the human genome. Culturomics is similar. It's the application of massive-scale data collection analysis to the study of human culture. Here, instead of through the lens of a genome, through the lens of digitized pieces of the historical record. The great thing about culturomics is that everyone can do it. Why can everyone do it? Everyone can do it because three guys, Jon Orwant, Matt Gray and Will Brockman over at Google, saw the prototype of the Ngram Viewer, and they said, "This is so fun. We have to make this available for people." So in two weeks flat -- the two weeks before our paper came out -- they coded up a version of the Ngram Viewer for the general public. And so you too can type in any word or phrase that you're interested in and see its n-gram immediately -- also browse examples of all the various books in which your n-gram appears.
  • Barbara Lindsey on 12 Apr 12
     
    fall 2012 syllabus
Barbara Lindsey

Using Mobile Devices and Technology to Enhance Emotional Intelligence « User ... - 2 views

usergeneratededucation.wordpress.com/...enhance-emotional-intelligence

mobile gerstein learning feelings

shared by Barbara Lindsey on 28 Nov 11 - No Cached
  • These students, as a group, are classified as lower income students.  None of their devices had the capability to download apps.  What this says to me as the educator is that when I am designing activities that use the students own devices in my BYOD classroom, that they cannot include the use of apps.  They have camera, email, texting, internet capabilities, but no way to use apps. 
  • As you can see the uploaded images created a personalized feelings poster.  Students were provided with scenarios and asked to locate on the Interactive White Board which of these displayed images that they created best represented how they would feel in that situation.
    • Barbara Lindsey
      Barbara Lindsey on 28 Nov 11
       
      Could you imagine using this activity with your students and if so, how would you modify it?
Barbara Lindsey

Web 2.0: What does it constitute? | 11 Feb 2008 | ComputerWeekly.com - 0 views

www.computerweekly.com/....0-what-does-it-constitute.htm

web2.0

shared by Barbara Lindsey on 11 Sep 08 - Cached
  • O'Reilly identified Google as "the standard bearer for Web 2.0", and pointed out the differences between it and predecessors such as Netscape, which tried to adapt for the web the business model established by Microsoft and other PC software suppliers.
  • Google "began its life as a native web application, never sold or packaged, but delivered as a service, with customers paying, directly or indirectly.
  • perpetual beta, as O'Reilly later dubbed it
  • ...13 more annotations...
  • Perhaps the most important breakthrough was Google's willingness to relinquish control of the user-end of the transaction, instead of trying to lock them in with proprietary technology and restrictive licensing
  • O'Reilly took a second Web 2.0 principle from Peer-to-Peer pioneer BitTorrent, which works by completely decentralising the delivery of files, with every client also functioning as a server. The more popular a file, is, the faster it can be served, since there are more users providing bandwidth and fragments of the file. Thus, "the service automatically gets better the more people use it".
  • Taking another model from open source, users are treated as "co-developers", actively encouraged to contribute, and monitored in real time to see what they are using, and how they are using it.
  • "Until Web 2.0 the learning curve to creating websites was quite high, complex, and a definite barrier to entry," says the third of our triumvirate of Tims, Tim Bray, director of Web Technologies at Sun Microsystems.
  • Web 2.0 takes some of its philosophical underpinning from James Surowiecki's book The Wisdom of Crowds, which asserts that the aggregated insights of large groups of diverse people can provide better answers and innovations than individual experts.
  • In practice, even fewer than 1% of people may be making a useful contribution - but these may be the most energetic and able members of a very large community. In 2006 1,000 people, just 0.003% of its users, contributed around two-thirds of Wikipedia's edits.
  • Ajax speeds up response times by enabling just part of a page to be updated, instead of downloading a whole new page. Nielsen's objections include that this breaks the "back" button - the ability to get back to where you've been, which Nielsen says is the second most used feature in Web navigation.
  • "Everybody who has a Web browser has got that platform," says Berners-Lee, in a podcast available on IBM's developerWorks site. "So the nice thing about it is when you do code up an Ajax implementation, other people can take it and play with it."
  • Web 2.0 is a step on the way to the Semantic Web, a long-standing W3C initiative to create a standards-based framework able to understand the links between data which is related in the real world, and follow that data wherever it resides, regardless of application and database boundaries.
  • The problem with Web 2.0, Pemberton says, is that it "partitions the web into a number of topical sub-webs, and locks you in, thereby reducing the value of the network as a whole."
  • How do you decide which social networking site to join? he asks. "Do you join several and repeat the work?" With the Semantic Web's Resource Description Framework (RDF), you won't need to sign up to separate networks, and can keep ownership of your data. "You could describe it as a CSS for meaning: it allows you to add a small layer of markup to your page that adds machine-readable semantics."
  • The problems with Web 2.0 lock-in which Pemberton describes, were illustrated when a prominent member of the active 1%, Robert Scoble, ran a routine called Plaxo to try to extract details of his 5,000 contacts from Facebook, in breach of the site's terms of use, and had his account disabled. Although he has apparently had his account reinstated, the furore has made the issue of Web 2.0 data ownership and portability fiercely topical.
  • when Google announced its OpenSocial set of APIs, which will enable developers to create portable applications and bridges between social networking websites, Facebook was not among those taking part. Four years after O'Reilly attempted to define Web 2.0, Google, it seems, remains the standard-bearer, while others are forgetting what it was supposed to be about.
Barbara Lindsey

Planning for Neomillennial Learning Styles: Implications for Investments in Technology ... - 0 views

www.educause.edu/...6069

learning students styles

shared by Barbara Lindsey on 30 Oct 07 - Cached
  • Research indicates that each of these media, when designed for education, fosters particular types of interactions that enable—and undercut—various learning styles.
    • Barbara Lindsey
      Barbara Lindsey on 30 Oct 07
       
      How much do we know about our students' learning styles? How do we know this?
  • Over the next decade, three complementary interfaces will shape how people learn
  • The familiar "world to the desktop." Provides access to distant experts and archives and enables collaborations, mentoring relationships, and virtual communities of practice. This interface is evolving through initiatives such as Internet2. "Alice in Wonderland" multiuser virtual environments (MUVEs). Participants' avatars (self-created digital characters) interact with computer-based agents and digital artifacts in virtual contexts. The initial stages of studies on shared virtual environments are characterized by advances in Internet games and work in virtual reality. Ubiquitous computing. Mobile wireless devices infuse virtual resources as we move through the real world. The early stages of "augmented reality" interfaces are characterized by research on the role of "smart objects" and "intelligent contexts" in learning and doing.
  • ...48 more annotations...
  • This immersion in virtual environments and augmented realities shapes participants' learning styles beyond what using sophisticated computers and telecommunications has fostered thus far, with multiple implications for higher education.
  • Beyond actional and symbolic immersion, advances in interface technology are now creating virtual environments and augmented realities that induce a psychological sense of sensory and physical immersion.
  • The research on virtual reality Salzman and I conducted on frames of reference found that the exocentric and the egocentric FORs have different strengths for learning. Our studies established that learning ideally involves a "bicentric" perspective alternating between egocentric and exocentric FORs.
    • Barbara Lindsey
      Barbara Lindsey on 10 Nov 08
       
      Could we make the argument that this is one of the main goals of language programs?
  • But what is so special about the egocentric perspectives and situated learning now enabled by emerging media? After all, each of us lives with an egocentric perspective in the real world and has many opportunities for situated learning without using technology. One attribute that makes mediated immersion different and powerful is the ability to access information resources and psychosocial community distributed across distance and time, broadening and deepening experience. A second important attribute is the ability to create interactions and activities in mediated experience not possible in the real world, such as teleporting within a virtual environment, enabling a distant person to see a real-time image of your local environment, or interacting with a (simulated) chemical spill in a busy public setting. Both of these attributes are actualized in the Alice-in-Wonderland interface.
  • Notion of place is layered/blended/multiple; mobility and nomadicity prevalent among dispersed, fragmented, fluctuating habitats (for example, coffeehouses near campus)
  • Guided social constructivism and situated learning as major forms of pedagogy
  • he defining quality of a learning community is that there is a culture of learning, in which everyone is involved in a collective effort of understanding. There are four characteristics that such a culture must have: (1) diversity of expertise among its members, who are valued for their contributions and given support to develop, (2) a shared objective of continually advancing the collective knowledge and skills, (3) an emphasis on learning how to learn, and (4) mechanisms for sharing what is learned. If a learning community is presented with a problem, then the learning community can bring its collective knowledge to bear on the problem. It is not necessary that each member assimilate everything that the community knows, but each should know who within the community has relevant expertise to address any problem. This is a radical departure from the traditional view of schooling, with its emphasis on individual knowledge and performance, and the expectation that students will acquire the same body of knowledge at the same time.26
  • Peer-developed and peer-rated forms of assessment complement faculty grading, which is often based on individual accomplishment in a team performance context  Assessments provide formative feedback on instructional effectiveness
  • Multipurpose habitats—creating layered/blended/personalizable places rather than specialized locations (such as computer labs)
  • o the extent that some of these ideas about neomillennial learning styles are accurate, campuses that make strategic investments in physical plant, technical infrastructure, and professional development along the dimensions suggested will gain a considerable competitive advantage in both recruiting top students and teaching them effectively.
  • Net Generation learning styles stem primarily from the world-to-the-desktop interface; however, the growing prevalence of interfaces to virtual environments and augmented realities is beginning to foster so-called neomillennial learning styles in users of all ages.
    • Barbara Lindsey
      Barbara Lindsey on 30 Oct 07
       
      What is the timeline?
  • Immersion is the subjective impression that one is participating in a comprehensive, realistic experience.
  • Inducing a participant's symbolic immersion involves triggering powerful semantic associations via the content of an experience.
    • Barbara Lindsey
      Barbara Lindsey on 30 Oct 07
       
      Felice's Utopian City
  • The capability of computer interfaces to foster psychological immersion enables technology-intensive educational experiences that draw on a powerful pedagogy: situated learning.
  • The major schools of thought cited are behaviorist theories of learning (presentational instruction), cognitivist theories of learning (tutoring and guided learning by doing), and situated theories of learning (mentoring and apprenticeships in communities of practice).
    • Barbara Lindsey
      Barbara Lindsey on 30 Oct 07
       
      What kinds of learning environments do you prefer and what kinds do you create for your students?
  • Situated learning requires authentic contexts, activities, and assessment coupled with guidance from expert modeling, mentoring, and "legitimate peripheral participation."8 As an example of legitimate peripheral participation, graduate students work within the laboratories of expert researchers, who model the practice of scholarship. These students interact with experts in research as well as with other members of the research team who understand the complex processes of scholarship to varying degrees. While in these laboratories, students gradually move from novice researchers to more advanced roles, with the skills and expectations for them evolving.
  • Potentially quite powerful, situated learning is much less used for instruction than behaviorist or cognitivist approaches. This is largely because creating tacit, relatively unstructured learning in complex real-world settings is difficult.
    • Barbara Lindsey
      Barbara Lindsey on 30 Oct 07
       
      Not too far in the future!
  • However, virtual environments and ubiquitous computing can draw on the power of situated learning by creating immersive, extended experiences with problems and contexts similar to the real world.9 In particular, MUVEs and real-world settings augmented with virtual information provide the capability to create problem-solving communities in which participants can gain knowledge and skills through interacting with other participants who have varied levels of skills, enabling legitimate peripheral participation driven by intrinsic sociocultural forces.
  • Situated learning is important in part because of the crucial issue of transfer. Transfer is defined as the application of knowledge learned in one situation to another situation and is demonstrated if instruction on a learning task leads to improved performance on a transfer task, typically a skilled performance in a real-world setting
    • Barbara Lindsey
      Barbara Lindsey on 30 Oct 07
       
      One of the most difficult skills to master.
  • Moreover, the evolution of an individual's or group's identity is an important type of learning for which simulated experiences situated in virtual environments or augmented realities are well suited. Reflecting on and refining an individual identity is often a significant issue for higher education students of all ages, and learning to evolve group and organizational identity is a crucial skill in enabling innovation and in adapting to shifting contexts.
  • Immersion is important in this process of identity exploration because virtual identity is unfettered by physical attributes such as gender, race, and disabilities.
    • Barbara Lindsey
      Barbara Lindsey on 30 Oct 07
       
      Don't agree with this. We come to any environment with our own baggage and we do not interact in a neutral social context.
  • Thanks to out-of-game trading of in-game items, Norrath, the virtual setting of the MMOG EverQuest, is the seventy-seventh largest economy in the real world, with a GNP per capita between that of Russia and Bulgaria. One platinum piece, the unit of currency in Norrath, trades on real world exchange markets higher than both the Yen and the Lira (Castronova, 2001).14
  • Multiple teams of students can access the MUVE simultaneously, each individual manipulating an avatar which is "sent back in time" to this virtual environment. Students must collaborate to share the data each team collects. Beyond textual conversation, students can project to each other "snapshots" of their current individual point of view (when someone has discovered an item of general interest) and also can "teleport" to join anyone on their team for joint investigation. Each time a team reenters the world, several months of time have passed in River City, so learners can track the dynamic evolution of local problems.
  • In our research on this educational MUVE based on situated learning, we are studying usability, student motivation, student learning, and classroom implementation issues. The results thus far are promising: All learners are highly motivated, including students typically unengaged in classroom settings. All students build fluency in distributed modes of communication and expression and value using multiple media because each empowers different types of communication, activities, experiences, and expressions. Even typically low-performing students can master complex inquiry skills and sophisticated content. Shifts in the pedagogy within the MUVE alter the pattern of student performance.
    • Barbara Lindsey
      Barbara Lindsey on 30 Oct 07
       
      Would like to see research on this.
  • Research shows that many participants value this functionality and choose to access the Web page after leaving the museum.
    • Barbara Lindsey
      Barbara Lindsey on 30 Oct 07
       
      More could be done with this.
  • Participants in these distributed simulations use location-aware handheld computers (with GPS technology), allowing users to physically move throughout a real-world location while collecting place-dependent simulated field data, interviewing virtual characters, and collaboratively investigating simulated scenarios.
    • Barbara Lindsey
      Barbara Lindsey on 30 Oct 07
       
      Much better
  • Initial research on Environmental Detectives and other AR-based educational simulations demonstrates that this type of immersive, situated learning can effectively engage students in critical thinking about authentic scenarios.
  • Students were most effective in learning and problem-solving when they collectively sought, sieved, and synthesized experiences rather than individually locating and absorbing information from some single best source.
    • Barbara Lindsey
      Barbara Lindsey on 30 Oct 07
       
      How does this 'fit' learning goals and teaching styles in our program?
  • Rheingold's forecasts draw on lifestyles seen at present among young people who are high-end users of new media
  • Rather than having core identities defined through a primarily local set of roles and relationships, people would express varied aspects of their multifaceted identities through alternate extended experiences in distributed virtual environments and augmented realities.
    • Barbara Lindsey
      Barbara Lindsey on 30 Oct 07
       
      How is this different from current experiences for individuals working within/across different social groups and boundaries?
  • one-third of U.S. households now have broadband access to the Internet. In the past three years, 14 million U.S. families have linked their computers with wireless home networks. Some 55 percent of Americans now carry cell phones
  • Mitchell's forecasts25 are similar to Rheingold's in many respects. He too envisions largely tribal lifestyles distributed across dispersed, fragmented, fluctuating habitats: electronic nomads wandering among virtual campfires. People's senses and physical agency are extended outward and into the intangible, at considerable cost to individual privacy. Individual identity is continuously reformed via an ever-shifting series of networking with others and with tools. People express themselves through nonlinear, associational webs of representations rather than linear "stories" and co-design services rather than selecting a precustomized variant from a menu of possibilities.
  • More and more, though, people of all ages will have lifestyles involving frequent immersion in both virtual and augmented reality. How might distributed, immersive media be designed specifically for education, and what neomillennial learning styles might they induce?
  • Mediated immersion creates distributed learning communities, which have different strengths and limits than location-bound learning communities confined to classroom settings and centered on the teacher and archival materials.27
  • Neomillenial Versus Millennial Learning Styles
  • Emphasis is placed on implications for strategic investments in physical plant, technology infrastructure, and professional development.
  • such as textbooks linked to course ratings by students)
  • Mirroring": Immersive virtual environments provide replicas of distant physical settings
  • Middleware, interoperability, open content, and open source
  • Finding information Sequential assimilation of linear information stream
  • Student products generally tests or papers Grading centers on individual performance
  • These ideas are admittedly speculative rather than based on detailed evidence and are presented to stimulate reaction and dialogue about these trends.
  • f we accept much of the analysis above
    • Barbara Lindsey
      Barbara Lindsey on 30 Oct 07
       
      But have they made the case for its educational value?
  • students of all ages with increasingly neomillennial learning styles will be drawn to colleges and universities that have these capabilities. Four implications for investments in professional development also are apparent. Faculty will increasingly need capabilities in:
  • Some of these shifts are controversial for many faculty; all involve "unlearning" almost unconscious beliefs, assumptions, and values about the nature of teaching, learning, and the academy. Professional development that requires unlearning necessitates high levels of emotional/social support in addition to mastering the intellectual/technical dimensions involved. The ideal form for this type of professional development is distributed learning communities so that the learning process is consistent with the knowledge and culture to be acquired. In other words, faculty must themselves experience mediated immersion and develop neomillennial learning styles to continue teaching effectively as the nature of students alters.
  • Differences among individuals are greater than dissimilarities between groups, so students in any age cohort will present a mixture of neomillennial, millennial, and traditional learning styles
  • The technologies discussed are emerging rather than mature, so their final form and influences on users are not fully understood. A substantial number of faculty and administrators will likely dismiss and resist some of the ideas and recommendations presented here.
Barbara Lindsey

Connectivism & Connective Knowledge » Narratives of coherence - 0 views

ltc.umanitoba.ca/connectivism

siemens filtering information trust pln

shared by Barbara Lindsey on 20 Feb 10 - Cached
  • Grand narratives – such as provide us with a large umbrella that we can use to make sense of the world – have been besieged over the last several decades. Grand narratives in the form of newspapers, newscasts, and books are now augmented by blogs and YouTube videos.
  • an attempt to provide or create some type of a narrative – namely, a narrative of coherence.
  • In a traditional course, the educator hacks the trails to complex information landscapes. The educator’s bias influences what is included and excluded.
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  • While it is obvious that information shaping approaches such as we find in newspapers and books are fading in prominence, we still need some type of framework to make sense of it all.
  • We all face information abundance. We all face the reality that we will always be missing some key pieces of information.
  • A common concern voiced by many of the active participants: how do we assimilate/makesense of this information?!? There’s just too much of it.
  • Part of the solution is to rely on one’s learning network to filter out nonsense and to draw attention to key ideas. This is particularly effective when we can “plug in” to a network with high levels of diversity and with people we quickly begin to trust.
  • dealing with the concept of self-construal, and the differences that exist among cultures and individuals who are predominantly independent or interdependent. According to those studies, one of these differences is precisely the sense of belonging that you mention. Interdependent self-construals feel more strongly about it than independent self-construals (you can see a more detailed explanation on this and other differences, along with a short literature review in Walker, Deng & Dieser 2005.)
  • four years ago, I conducted a survey among English and Spanish speaking Wikipedians, and the results regarding their motivation to participate in the Wikipedia project were worthy of note: “For Spanish Wikipedia contributors, the sense of building and being part of a large community pays off for the less-rewarding moments of their life as Wikipedians. This is obvious not only by analyzing the answers submitted by the survey respondents but also by taking a look at the large amount of hits that personal pages have in the Spanish version of Wikipedia. English Wikipedia contributors, on the other side, also acknowledge the joys of being part of a community, but, for the most part, they seem more interested in the administrative aspects of Wikipedia, such as creating rules and guidelines, enforcing them and providing for a smooth work with the administrators.” Other differences based on the type of self-construal are very common on our daily interactions on the network.
  • I find my network actually adds to my growing “to read” pile, I’ve read really good stuff because I have seen one or more of my Twitter contacts mentioning an item. I fear more technology will just highlight even more great material.
  • Barbara Lindsey on 20 Feb 10
     
    Grand narratives - such as provide us with a large umbrella that we can use to make sense of the world - have been besieged over the last several decades. Grand narratives in the form of newspapers, newscasts, and books are now augmented by blogs and YouTube videos. As discussed in a previous post, one of our key challenges in this course is to find a way to bring together the numerous ideas and viewpoints in a way that makes sense for participants.
Chenwen Hong

YouTube Launches Auto-Captioning for Videos - 0 views

mashable.com/...youtube-auto-captioning

audio captioning video youtube social annotation deaf

shared by Chenwen Hong on 07 Mar 10 - Cached
  • ouTube, Google, Stanford, Berkeley, and the California School for the Deaf (CSD) are about to speak on YouTube and accessibility.
  • Now the Google Speech Technology team is speaking about the challenges they faced to get auto-captioning operational. Their vision was to create accurate captions for all videos in all languages, but had to deal with huge vocabularies, background noise, poor recordings, accent variability, and distinguishing between song and speech.- Google’s approach is to deliver captions from the cloud, given them the ability to rapidly iterate and model at a large scale.
  • You can only caption your own videos — you can’t just caption someone else’s videos.
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  • You can see the full caption file with timestamps and even download them as a text document. You can also upload your own captions as its own track — useful if auto-captioning isn’t doing the job or to make edits to the auto-captioned text.
  • With auto-captioning, these people can simply use text-based search to find what they need.
    • Chenwen Hong
      Chenwen Hong on 28 Mar 10
       
      This means auto-captioning works well as an index for videos. One of its strengths, particularly for us instructors, can be that it helps us effeciently locate relevant clips of videos. This function should also be helpful to our students because we can add notes into the clips at specific frames. Well, the downside is that one might misinterpret videos or misunderstand creators' intentions when using only parts of the videos to suit one's own purposes.
  • You can specify search only brings up videos with closed captioning (it shows the cc icon in search). In the past, when he was at MIT, he couldn’t understand lectures because he had no sign interpreter. Now he can use the captioning to watch lectures he missed.
  • Now students of the California School for the Deaf are speaking (sign language) on how they feel not excluded anymore from the major phenomenon of web video and are grateful to Google for building this technology.
Barbara Lindsey

The Code of Best Practices in Fair Use for Media Literacy Education -- Publications --... - 0 views

www.centerforsocialmedia.org/...e_for_media_literacy_education

fairuse copyright principles

shared by Barbara Lindsey on 18 Mar 10 - Cached
  • PRINCIPLES
  • EMPLOYING COPYRIGHTED MATERIAL IN MEDIA LITERACY LESSONS
  • Common instructional activities include comparison-contrast analysis, deconstruction (close analysis) of the form and content of a message, illustration of key points, and examination of the historical, economic, political, or social contexts in which a particular message was produced and is received.
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  • EMPLOYING COPYRIGHTED MATERIAL IN PREPARING CURRICULUM MATERIALS
  • These materials may include samples of contemporary mass media and popular culture as well as older media texts that provide historical or cultural context.
  • SHARING MEDIA LITERACY CURRICULUM MATERIALS
  • Educators using concepts and techniques of media literacy should be able to share effective examples of teaching about media and meaning with one another, including lessons and resource materials
  • STUDENT USE OF COPYRIGHTED MATERIALS IN THEIR OWN ACADEMIC AND CREATIVE WORK
  • Students include excerpts from copyrighted material in their own creative work for many purposes, including for comment and criticism, for illustration, to stimulate public discussion, or in incidental or accidental ways (for example, when they make a video capturing a scene from everyday life where copyrighted music is playing).
  • Because media literacy education cannot thrive unless learners themselves have the opportunity to learn about how media functions at the most practical level, educators using concepts and techniques of media literacy should be free to enable learners to incorporate, modify, and re-present existing media objects in their own classroom work. Media production can foster and deepen awareness of the constructed nature of all media, one of the key concepts of media literacy. The basis for fair use here is embedded in good pedagogy.
  • DEVELOPING AUDIENCES FOR STUDENT WORK
  • Students who are expected to behave responsibly as media creators and who are encouraged to reach other people outside the classroom with their work learn most deeply.
  • In some cases, widespread distribution of students’ work (via the Internet, for example) is appropriate. If student work that incorporates, modifies, and re-presents existing media content meets the transformativeness standard, it can be distributed to wide audiences under the doctrine of fair use.
  • educators should take the opportunity to model the real-world permissions process, with explicit emphasis not only on how that process works, but also on how it affects media making.
Barbara Lindsey

if:book: this progress - 0 views

www.futureofthebook.org/...inst_writingthis_progress.html

social annotation

shared by Barbara Lindsey on 29 Mar 10 - Cached
  • My hypothesis, if correct, would oblige us to recognize the fact that the primary function of written communication is to facilitate slavery.
  • The use of writing for disinterested purposes, and as a source of intellectual and aesthetic pleasure, is a secondary result, and more often than not it may even be turned into a means of strengthening, justifying or concealing the other. (p. 299)
  • Already our ideas about privacy are radically different than they were a decade ago.
  • ...10 more annotations...
  • Lévi-Strauss invites us to consider literary freedom (or, more generally, "book culture") as a spandrel in the sense that Stephen Jay Gould employed the term: something that evolves not towards its own end, but because it doesn't impede (and may in fact support) other forces. I think Lévi-Strauss's hypothesis is interesting to consider because it posits our present book culture as an exception, rather than something that naturally happens because of the flow of economic or historical forces.
  • For a piece entitled "This Progress," Sehgal emptied the spiral ramp of the Guggenheim of its art: the visitor ascending the ramp was met by a small child, who asks you to explain what you think progress is. You do this as best you can; there's a back and forth, and this conversation carries on up the spiral. At a certain point, you're met by a high school student, who continues the conversation; then a young adult; and finally an older adult, who walks with you to the top-most point in the Guggenheim. There's a great deal of careful choreography going on, so the conversation breaks and remakes itself across your offerent interlocutors – but what's centrally interesting about the piece is that the visitor is engaged in a sustained conversation with strangers about the idea of progress. There's something deeply strange about this: post-college, we so rarely engage in conversations about abstract ideas. It's equally odd to be engaging with people who aren't your age: the way on talks to a six-year-old is necessarily different from the way one talks to a sixty-year-old. This can be deeply engrossing: on a visit a few Mondays ago, my friend Nik and I went up (with others) and down (together) five times in four hours.
  • Going up the spiral with a friend doesn't work as well as you might expect: the dynamics of a conversation with a stranger are very different from a converstion with a stranger and a friend.
  • One quickly discovers that what happens when one ascends the spiral is different every time, though the structure is constant. Some conversations are interesting; some are less so. Some are over quickly; some carry on so long that you worry that you've fallen out of the piece entirely. While some of the rules can be easily understood
  • some aren't so obvious.
  • One quickly discovers the limitations of language: progress, we think, is the idea that things move forward, but that doesn't explain why something in front of something is naturally better: it's simply a structure of our thought that we construe things in front of us (or above us) as things we aspire to in some way. It's hard not to think in this way when ascending a ramp, though weirdly the ramp as metaphor doesn't seem to arise.
  • k wanted to know, were we essentially different from the Greeks?
  • Greek professor
  • The difference, the man finally confided, was that the Greeks didn't have our idea of progress. He thought they were probably happier because of that.
  • why was there the this in the piece's title "This Progress"? Perhaps it's because progress only exists as an idea when we lend credence to it: our own personal idea of progress rather than something that exists naturally. Awareness of this is important. We need to interrogate the idea of progress, both in terms of what we believe and what society around us believes. Too often we're simply swept along by the flow of time. The power of the idea – the power of the thought experiment, whether Lévi-Strauss's questioning of the goal of writing or Sehgal's questioning of progress – is that it allows reclamation of agency.
Barbara Lindsey

Deliberate Engagement of Laptops in Large Lecture Classes to Improve Attentiveness and ... - 0 views

www.lecturetools.com/...Deliberate_Engagement.pdf

laptops classroom large engagement learning2.0

shared by Barbara Lindsey on 29 Jan 11 - No Cached
  • Barbara Lindsey on 29 Jan 11
     
    The value of in-class Internet technologies to student attentiveness, engagement, and learning remains both controversial and filled with promising potential. In this study, students were given the option to use LectureTools, an interactive suite of tools designed specifically for larger classes. The availability of these tools dramatically changed the mechanics of the course as over 90% of students attending lecture voluntarily brought their laptops to class. On one hand, surveys over multiple semesters show that students believe the availability of a laptop is more likely to increase their time on tasks unrelated to the conduct of the course. On the other hand, the surveys also ascertained that students felt more attentive with the technology, significantly more engaged, and able to learn more with the technology than in similar classes without it. LectureTools also led to a dramatic increase in the number of students posing questions during class time, with more than half posing at least one question during class over the course of a semester, a percentage far higher than achieved in semesters prior to the use of this technology. These results suggest that while having laptops in the classroom can be a distraction to students, students of today show confidence that they are capable of productive multitasking, showing that they not only can handle this technology when applied through "deliberate engagement" using tools like LectureTools, but thrive with it, as seen through improved attentiveness, learning, and overall engagement even in larger classes.
Barbara Lindsey

onlinecourselady / ning - 0 views

onlinecourselady.pbworks.com/...ning

ning howto

shared by Barbara Lindsey on 24 Jan 11 - No Cached
  • Barbara Lindsey on 24 Jan 11
     
    Tips for students new to using Ning. Not sure how useful this will be for those using the Pearson-sponsored free ed nings. 
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