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Contents contributed and discussions participated by Barbara Lindsey

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Barbara Lindsey

Remix Culture -- Videos -- Center for Social Media - 0 views

www.centerforsocialmedia.org/...remix_culture

fairuse fair use video mashup

shared by Barbara Lindsey on 17 Feb 10 - Cached
  • Barbara Lindsey on 17 Feb 10
     
    Just under 4 minute video designed to prompt discussion about fair use of copyrighted works. Linked to their Code of Best Practice in Fair Use for Online Video
Barbara Lindsey

Digital Ethnography » Blog Archive » "An anthropological introduction to Y... - 0 views

mediatedcultures.net/ksudigg

wesch youtube librarycongress timeline annotated video

shared by Barbara Lindsey on 17 Feb 10 - Cached
  • Barbara Lindsey on 17 Feb 10
     
    An annotated timeline of Prof. Wesch's video
Barbara Lindsey

Faculty Development Programs - UConn - 0 views

fdp.uconn.edu

itl uconn faculty development

shared by Barbara Lindsey on 17 Feb 10 - Cached
  • Barbara Lindsey on 17 Feb 10
     
    The Institute for Teaching & Learning offers a full range of faculty development programs to all UConn faculty, at all of the UConn campuses. The formats range from individual consultation services to departmental workshops, from book groups, and learning communities to campus wide teaching institutes. Topics span the continuum from purely pedagogical to purely technical and everything in between.  All services are free and confidential.
Barbara Lindsey

The Marketplace of Ideas: Reform and ... - Google Books - 0 views

books.google.com/books

higher ed critique book

shared by Barbara Lindsey on 17 Feb 10 - Cached
  • Barbara Lindsey on 17 Feb 10
     
    Why do professors all tend to think alike? What makes it so hard for colleges to decide which subjects should be required? Why do teachers and scholars find it so difficult to transcend the limits of their disciplines? Why, in short, are problems that should be easy for universities to solve so intractable? The answer, Louis Menand argues, is that the institutional structure and the educational philosophy of higher education have remained the same for one hundred years, while faculties and student bodies have radically changed and technology has drastically transformed the way people produce and disseminate knowledge. At a time when competition to get into and succeed in college has never been more intense, universities are providing a less-useful education. Sparking a long-overdue debate about the future of American education, The Marketplace of Ideas examines what professors and students--and all the rest of us--might be better off without, while assessing what it is worth saving in our traditional university institutions.
Barbara Lindsey

Beyond Campus Boundaries ePortfolio Transforms into 'Cultural Application' -- Campus Te... - 1 views

campustechnology.com/...into-Cultural-Application.aspx

eportfolio campustech higher ed

shared by Barbara Lindsey on 16 Feb 10 - Cached
  • The point is that people will be using ePortfolios for their own purposes.
  • student ownership is an important point about ePortfolios
  • The more engaged, the more time on task, the more that a person puts into something, the more they learn—this g'es along with all the data I’ve seen over the years. The challenge has always been, how do you engage students?
    • Barbara Lindsey
      Barbara Lindsey on 16 Feb 10
       
      What do you think about this comment about student engagement?
  • ...1 more annotation...
  • So, there’s got to be something else to engage them. And that’s ownership.
  • Barbara Lindsey on 16 Feb 10
     
    Page 2 (I hate when they do this-so unnecessary on the web) of ePortfolio conversation with Trent Bateson.
Barbara Lindsey

Beyond Campus Boundaries ePortfolio Transforms into 'Cultural Application' -- Campus Te... - 0 views

campustechnology.com/...into-cultural-application.aspx

eportfolio portfolio higher ed campustech

shared by Barbara Lindsey on 16 Feb 10 - Cached
  • 08/09/05
    • Barbara Lindsey
      Barbara Lindsey on 16 Feb 10
       
      It's five years hence--do you see any evidence of large-scale portfolio adoption at your institution?
  • It’s a cultural application
  • ePortfolios
  • ...5 more annotations...
  • What’s happening with universities in this knowledge age is that the boundaries between the university and the rest of the world have pretty much dissolved. We are now a learning culture, or a knowledge culture.
  • It’s something that whole countries are offering to their citizens to store things related to their work, over a career or over the time when they are developing their career.
  • what’s driving the market in the US is assessment management.
  • universities—especially schools of education around the country—are rushing to implement ePortfolio systems so that they can do the kind of reporting the accrediting agencies are asking for.
  • The big market is going to be everyone having an ePortfolio, whether they are in college or not in college
  • Barbara Lindsey on 16 Feb 10
     
    2005 interview w/Trent Batson, who talks about ePortfolio use in U.S. institutions of higher ed.
Barbara Lindsey

Dr. Wave Introduction - 0 views

wave.google.com/drwave.html

google wave video

shared by Barbara Lindsey on 16 Feb 10 - Cached
  • Barbara Lindsey on 16 Feb 10
     
    Dr. Wave explains what Google Wave is all about. Just a little over 2 minutes. You can explore more with the links on the left.
Barbara Lindsey

An Introduction to Language Learning and the New Web - List | Diigo - 0 views

www.diigo.com/ll2new

diigo lists Gaugler example

shared by Barbara Lindsey on 16 Feb 10 - Cached
  • Barbara Lindsey on 16 Feb 10
     
    Kevin Gaugler's List. On the right-hand side you can see his other public lists that focus on Spanish civ and culture.
Barbara Lindsey

Talking in color: imaging helps social skills | Reuters - 1 views

www.reuters.com/...idUSTRE53000Z20090401

language color conversation graphic

shared by Barbara Lindsey on 16 Feb 10 - Cached
  • Barbara Lindsey on 16 Feb 10
     
    Wonder if this could be used to help language learners in developing language-specific conversational exchange styles?
Barbara Lindsey

Richard Halverson and Allan Collins - Rethinking Education in the Age of Technology - T... - 0 views

www.futureofeducation.com/...richard-halverson-and-allan

education interview rethinking collins halverson

shared by Barbara Lindsey on 16 Feb 10 - Cached
  • RECORDINGS:
    • Barbara Lindsey
      Barbara Lindsey on 16 Feb 10
       
      You can access the full audio recording and chat transcript via these links.
  • Barbara Lindsey on 16 Feb 10
     
    Steve Hargadon interviews Profs. Halverson and Collins on their recent book.
Barbara Lindsey

MYLO - Home - 1 views

mylo.dcsf.gov.uk

students language learning free collaborative

shared by Barbara Lindsey on 16 Feb 10 - Cached
  • Barbara Lindsey on 16 Feb 10
     
    Targeted to young people and designed to develop life-long learning, this free site is set to launch in March 2010. Check out the following for more particulars (the link for information for schools and teachers): http://mylo.dcsf.gov.uk/Home/SchoolTeacherInfo
Barbara Lindsey

Zotero Style Repository - 1 views

www.zotero.org/styles

zotero citation bibliography

shared by Barbara Lindsey on 15 Feb 10 - Cached
  • 2008-12-23 06:40:00
    • Barbara Lindsey
      Barbara Lindsey on 15 Feb 10
       
      This is my sticky note
  • Barbara Lindsey on 15 Feb 10
     
    A list of bibliographic citations
  • Barbara Lindsey on 15 Feb 10
     
    Is this list complete?
Barbara Lindsey

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

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

collaborative blogs wikis question

shared by Barbara Lindsey 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
    • 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?
    • 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

Digitally Speaking / Social Bookmarking and Annotating - 0 views

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

diigo del.icio.us social bookmarking Ferriter actfl09

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