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Barbara Lindsey

Locked in the Ivory Tower: Why JSTOR Imprisons Academic Research - Laura McKenna - Busi... - 0 views

www.theatlantic.com/...251649

journals openaccess open

shared by Barbara Lindsey on 25 Jan 12 - No Cached
  • Barbara Lindsey on 25 Jan 12
     
    comments are most interesting
Barbara Lindsey

Six Tips to Protect Your Search Privacy | Electronic Frontier Foundation - 0 views

www.eff.org/...ps-protect-your-search-privacy

onlinerights onlineprivacy browser tips

shared by Barbara Lindsey on 23 Feb 12 - No Cached
  • Barbara Lindsey on 23 Feb 12
     
    Seems like an awful lot of work. Wonder why one wouldn't just use Duck Duck Go instead?
Barbara Lindsey

for the love of learning: Grading Moratorium - 0 views

www.joebower.org/...grading-moratorium.html

grading grades abolish

shared by Barbara Lindsey on 01 Aug 10 - No Cached
  • Barbara Lindsey on 01 Aug 10
     
    Teachers who sign up for and explain their reasons why and what they will use instead of grades.
Barbara Lindsey

Video: Voices From the Front Lines of Online Learning - Wired Campus - The Chronicle of... - 0 views

chronicle.com/...26097

interviews online learning teaching learning2.0

shared by Barbara Lindsey on 09 Aug 10 - Cached
  • As a first time student enrolled in an online course, I am dismayed by the total lack of the instructor's input. She merely feeds us the publisher's materials, has a teaching assistant grade the homework and pulls her tests from the publisher's test bank. I could teach this course, easily, myself.
  • There is no "teaching" or explanation, just self study. Silly things are graded like participation in discussions, and homework is often graded despite the fact the solutions manuals are all available online for students. Many online courses are taught by for-profit schools whose key motivation is to never fail students and to keep their tuition dollars flowing in. Even traditional schools' online courses are silly. The teacher has no way to know who is taking the exams. Exams are open book. Let's all start calling it the sham that it really is.
  • I have to say, from my experience as a student in an Ivy League school on the ground I had experiences like that. You can't judge an entire way of teaching and learning from these experiences.I have been teaching graduate school online since 1999. I engage actively with learners one on one, in small groups and in the class. I use meeting technologies as well as the Blackboard discussion. Learners work independently or collaboratively, depending on the assignment. I review and make detailed comments on their writing in assignments that require them to reasearch and draw on multiple scholarly sources. There is typically not one textbook, so "publisher's materials" or "open book exams" are non-existent. Even discussion assignments are submitted in full APA style and require references to the assigned and other scholarly readings. Higher order critical and creative thinking, original analysis, are required.
  • ...10 more annotations...
  • When these learners complete the program, they have competencies relevant to 21c life-- they can communicate, collaborate, access and integrate information from diverse sources using electronic libraries. It is an exciting way to teach and learn and it is the wave of the future so we need to gain the skills needed to make these educational experiences consistently meaningful.
  • Working with online instruction requires different techniques. An instructor online cannot usually look at a student's face and see that she isn't grasping the point, for example, or when she has fallen asleep. I can see why instructors would miss this type of face-to-face communication; online feedback is both less immediate and in some cases more direct. But a lecture can be truly engaging or enormously incomprehensible even for the student who moves to the front row to try to understand it all. Online learning can also reap huge results or can suffer from another set of equally mind-numbing problems.
  • I have to agree with jsalmons and bghansel. It's not the fact that a school is online or on-ground that matters. It's the quality of the educator that matters. I, too, have gone to and taught in Ivy League schools and found them to be a mixed bag, just as I've found online schools to be a mixed bag.
  • Yes, softshellcrab, discussion questions are the backbone of online courses. Are you telling me they don't play a role in on-ground education? Are you telling me that only talking-head lectures educate? Is there something wrong with students doing self-studying? Haven't you seen lecture content in online courses? I'm puzzled as to why you think critical thinking, Socratic reasoning/questioning, and constructivism are bad or can't be done online, but can on-ground.
  • The most (Stress THE MOST)primary issue with distance education is the degree of affective education taught.
  • We can use SKYPE, WIMBA or other "video" based education, but what we lose is the subtle differences of students and their interactions with others that makes it difficult to determine their level of character (highest level of affect).
  • Bill Gates may think we will have less seated instruction in the future (see another Chronicle issue elsewhere), but the backlash against online will be in the form of those who cannot interact and thus not obtain jobs (except in the places where it wont matter because none have any affect in that place).The bottom line is that we are losing a major portion of our education system in a pure online education format. Until we recognize how to better teach affective education with online, and more importantly assess that type of education, we will have major issues not only in higher education, but also in industry/business.And this is an open invitation for Bill Gates to discuss this issue.
  • "Quality on-line teaching is harder than regular classroom teaching, but poor on-line teaching is easier than regular classroom teaching."
  • But can I make it more specific - "Quality on-line teaching is harder (taking more time, e.g.)than regular classroom teaching of the same quality (in achieving the same extent of satisfaction in students, e.g.)?"
  • However, no one has mentioned the preparation required for quality online instruction. Some building blocks of good online programs are high quality/targeted content, flexible tools for development and delivery, engaging and interactive design, attentive and responsive instructors during the class, self motivated learners, and as always outcomes-based curriculum.
Barbara Lindsey

Instructional Technology » Field Notes: Lisa Halpern Talks Twitter - 0 views

blogs.stvrain.k12.co.us/...tes-lisa-halpern-talks-twitter

twitter elementaryschool students

shared by Barbara Lindsey on 28 Aug 10 - Cached
  • Barbara Lindsey on 28 Aug 10
     
    2nd grade teacher talks about how and why she uses Twitter with her students in the classroom
Barbara Lindsey

Learning Languages | Flickr - Photo Sharing! - 0 views

www.flickr.com/...5038372120

languages learning wallwisher actfl10

shared by Barbara Lindsey on 12 Oct 10 - No Cached
  • Barbara Lindsey on 12 Oct 10
     
    Andrew Jepp uses wallwisher to collect reasons why language learning is so important. 
Barbara Lindsey

YouTube - Where Good Ideas Come from, Steven Johnson - 9781594487712 - 0 views

www.youtube.com/watch

video ideas creativity innovation pln

shared by Barbara Lindsey on 15 Oct 10 - No Cached
  • Barbara Lindsey on 15 Oct 10
     
    If it takes time and connectivity to incubate good ideas, why don't we use these ideas to create creative learning environments?
Barbara Lindsey

I'm So Totally, Digitally Close to You - Clive Thompson - NYTimes.com - 0 views

www.nytimes.com/...07awareness-t.html

shared by Barbara Lindsey on 18 Sep 08 - Cached
  • “Facebook has always tried to push the envelope,” he said. “And at times that means stretching people and getting them to be comfortable with things they aren’t yet comfortable with. A lot of this is just social norms catching up with what technology is capable of.”
    • Barbara Lindsey
      Barbara Lindsey on 18 Sep 08
       
      Is this perhaps the same concern educators have and thus why they hesitate to adopt these social networks for teaching and research? Are they concerned about opening up their research and teaching and if so, is that, at times, justified?
    • Chenwen Hong
      Chenwen Hong on 26 Apr 10
       
      I would answer with a yes. The emergence of technology, or "new" technology, has always presented threats to what people are accustomed to. Educators are no exceptions. They hesitate to adopt social networks because they know they can never think like before or follow the traditions they feel "safe" with, once they decide to give it a try. They would have to re-define their philosophy and revise teaching approaches. It means "great change" to open up teaching possibilities, and it follows that they are insecure because these networks push them out of their comfort zone. Yet, I would disagree that fear justifies the reluctance to try out new possibilities to teach. Insecurity originates from lack of knowledge. I believe more practical knowledge and training sessions would help a lot to relieve the discomfort. They would know how the networks function and how to benefit from them.
  • when they experienced this sort of omnipresent knowledge, they found it intriguing and addictive. Why?
  • Social scientists have a name for this sort of incessant online contact. They call it “ambient awareness.” It is, they say, very much like being physically near someone and picking up on his mood through the little things he does — body language, sighs, stray comments — out of the corner of your eye. Facebook is no longer alone in offering this sort of interaction online.
  • ...4 more annotations...
  • This is the paradox of ambient awareness. Each little update — each individual bit of social information — is insignificant on its own, even supremely mundane. But taken together, over time, the little snippets coalesce into a surprisingly sophisticated portrait of your friends’ and family members’ lives, like thousands of dots making a pointillist painting. This was never before possible, because in the real world, no friend would bother to call you up and detail the sandwiches she was eating. The ambient information becomes like “a type of E.S.P.,” as Haley described it to me, an invisible dimension floating over everyday life.
  • Twitters
  • ad hoc, self-organizing socializing.
  • when they do socialize face to face, it feels oddly as if they’ve never actually been apart. They don’t need to ask, “So, what have you been up to?” because they already know. Instead, they’ll begin discussing something that one of the friends Twittered that afternoon, as if picking up a conversation in the middle.
Blanca Garcia Valenzuela

VoiceThread as Final Exam | Language Lab Unleashed! - 0 views

www.languagelabunleashed.org/...voicethread-as-final-exam

voicethread blendedlearning assessment sawhill

shared by Blanca Garcia Valenzuela on 09 Feb 10 - Cached
  • This score was worth 70% of their final exam grade (the other 30% had been determined by their classmates in their group oral presentations). The final exam as a whole was 20% of their final (semester) grade. No one element in the final was worth more than 15% of their final grade. Personally, I always hated it when final exams were the deciding factor in your final grade for a course. Some people just don’t test well, especially at the end of a long semester. For many of my students this was their first semester of college finals and I know they were nervous. I tried to be sensitive to all of those things when thinking about the weight of this exam and its impact upon their grade.
    • Barbara Lindsey
      Barbara Lindsey on 16 Feb 10
       
      What is the rationale for having a student's final grade comprised solely of the mid-term and final exam?
    • Celeste Arrieta
      Celeste Arrieta on 16 Feb 10
       
      This is such an interesting topic. I really don't understad why this happens. Does a student who comes only for exams and do excellent will have the same grade as a student who is always participating and showing interest in class?
    • Blanca Garcia Valenzuela
      Blanca Garcia Valenzuela on 21 Feb 10
       
      Regarding what Celeste says, I think it is really tricky. I guess it should depend on what you are grading. If you are grading proficiency and the student has it without going to class, why should s/he have a lower grade that another that participates but does not reach his/her proficiency level?
Barbara Lindsey

Blogging About The Web 2.0 Connected Classroom: Why Do We Have To Learn This? - 0 views

web20classroom.blogspot.com/...-do-we-have-to-learn-this.html

pedagogy goals teaching learning

shared by Barbara Lindsey on 14 Feb 10 - Cached
  • Barbara Lindsey on 14 Feb 10
     
    If we are going into our classrooms and simply teaching content, without any depth or meaning or without making any connections we might as well pack it in and go home.
Barbara Lindsey

7 Things You Should Know About... | EDUCAUSE - 0 views

www.educause.edu/7Things

educause 7things

shared by Barbara Lindsey on 19 Feb 10 - Cached
  • Barbara Lindsey on 19 Feb 10
     
    A series provides concise information on emerging learning technologies and related practices. Each brief focuses on a single technology or practice and describes: What it is How it works Where it is going Why it matters to teaching and learning
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