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Barbara Lindsey

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

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

mapping webct

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

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,
Celeste Arrieta

Assessment « Beyond WebCT: Integrating Social Networking Tools Into Language ... - 0 views

beyondwebct.wordpress.com/...assessment-3

shared by Celeste Arrieta on 18 Feb 10 - Cached
    • Celeste Arrieta
      Celeste Arrieta on 18 Feb 10
       
      I'm so glad that we are going to work with assessment. Thanks a lot, Barbara.
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

Educational Trends « Beyond WebCT: Integrating Social Networking Tools Into L... - 0 views

beyondwebct.wordpress.com/...educational-trends

educational trends comments

shared by Barbara Lindsey on 02 Feb 10 - Cached
  • can one annotate on electronic books
  • “We must rethink ourselves.”
  • there is still a certain hierarchy that needs to be in place or else personal interest will become conflated with the interests of grading (we are still vested with a certain institutional authority, whether or not this is a pedagogical approach)
  • ...9 more annotations...
  • I share your worry about technology becoming a roadblock instead of an open door in teaching.
  • Hopefully, as these approaches become more common and institutionalized, it there will be more opportunities to receive support from colleagues and other educators in their implementation.
  • Online materials are not necessarily peer reviewed, and those which are protected by copyright end up with inflated prices. I am not sure what the answer to this problem might be, but it is something that I would like to examine further in class.
  • Both the teacher AND the students become the LEARNERS.
  • The learners will label, name and design… 2. The learners will paraphrase, explain and illustrate… 3. The learners will demonstrate, prepare and solve… 4. The learners will differentiate, analyze and infer… 5. The learners will devise, revise and integrate… 6. The learners will evaluate, critique and compare…
    • Barbara Lindsey
      Barbara Lindsey on 02 Feb 10
       
      Bloom's taxonomy
  • both assume a business model of competition and profit. Education needs to maintain its sovereignty from what is really a form of hegemony.
  • But that the existence of such technology necessitates a total rethinking of the whole process seems like a power grab by a pervasive form of administration that stems from the business world. It is ridiculous that to be able simply to sit with a book in one’s lap and not be compelled to maintain permanent connectivity has become an act of resistance.
  • And I didn’t really want to hear the opinions of the other students who didn’t know anything more than I did. Or rather, it was nice to have discussions about the professor’s lecture, but without the lecture, there wouldn’t have been anything to discuss. We would have a book club, not a class.
  • By de-emphasizing content and knowledge, we’re turning students into middlemen who will know how to use technology to present a given subject matter, but who will be free to forget it as soon as the next task arrives on their desk.
Barbara Lindsey

Learning 2.0 « Beyond WebCT: Integrating Social Networking Tools Into Languag... - 0 views

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comments learning2.0 fall2011

shared by Barbara Lindsey on 12 Oct 11 - No Cached
  • While I was reading this article I was very critical and was wondering whether this course was going to be just lecturing by simply recording and showing the lesson and how these two professors could assess so many students in terms of time and in terms to have an assessment which would not make them cheat as this is an online environment. Well, in the last part of the article the answer is clearly expressed they do show a recording but on the online lesson they actually use the lesson to discuss project in smaller groups. Do not personally know how many smaller groups they would create and of how many members however the idea is excellent to me.
    • Barbara Lindsey
      Barbara Lindsey on 12 Oct 11
       
      What role should communities and collaboration play in a course of this size? Do you have the same concerns that Rosario has about individualization? What about Eda's suggestions for best use of technology?
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