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Barbara Lindsey

Toolbox or Trap? Course Management Systems and Pedagogy (EDUCAUSE Quarterly) | EDUCAUSE CONNECT - 0 views

connect.educause.edu/...46576

shared by Barbara Lindsey on 24 Aug 08 - Cached
  • Campuses have adopted these programs on a wide scale, yet few studies have looked at how the design and use of a CMS affects pedagogy, and instructors rarely discuss how a CMS affects their teaching.
    • Barbara Lindsey
      Barbara Lindsey on 24 Aug 08
       
      Discuss in class.
  • Decisions about which learning software to use on campus are often made by campus technologists and administrators rather than faculty.
    • Barbara Lindsey
      Barbara Lindsey on 24 Aug 08
       
      Not surprisingly, this also is the case at UCONN.
  • The construction of the course syllabus, a natural beginning point for most instructors, is a good example of how the software imposes limitations. When they first enter a CMS, new instructors see the default buttons of the course menu, which are based on type rather than purpose: Announcements, Course Content, Discussion, even Syllabus.
  • ...8 more annotations...
  • The default organization of the CMS forces them to think in terms of content types instead, breaking the natural structure of the semester.
  • In addition to a counterintuitive organizational scheme, integrated commercial systems have a built-in pedagogy, evident in the easiest-to-use, most accessible features. The focus on presentation (written documents to read), complemented by basic "discussion" input from students, is based on traditional lecture, review, and test pedagogy. This orientation is very different from the development of knowledge through a constructivist, learner-centered, or inquiry-based approach, which a number of faculty use successfully in the classroom.
  • But at the novice level, the system simply does not encourage such customization. To be able to modify the CMS to employ alternative teaching methods, instructors must have a well-developed sense of what is possible in the online environment before approaching the course design process—a perspective many do not have when they first start teaching online. When presented with a list of options, most people typically choose one option rather than question the list itself.
  • Most faculty do not use the web either extensively or intensively in their own work, and those who aren't "into technology" will quickly find themselves overwhelmed by a CMS.
  • Even after several years of working with a CMS, faculty requests for help tend to focus on what the technology can do rather than how their teaching and learning goals can be achieved.
    • Barbara Lindsey
      Barbara Lindsey on 24 Aug 08
       
      Important distinction.
  • An instructor seeking an easy way to post word-processed documents, enter grades, receive papers and assignments through a digital dropbox, and run a traditional threaded discussion board will tend to show great satisfaction with using a CMS.4 Those who tax the system more, and use the most complex features, show lower levels of satisfaction. In addition, after spending months creating material and quizzes in a proprietary system, faculty rightly panic at the idea of "moving everything" to another system. The big systems simply do not allow for easy export, and no one wants to do all that work over again. It is much easier to simply declare satisfaction with things the way they are.
  • There are, of course, alternatives to these hampering systems, and you don't have to be a programmer or Internet expert to use them.
  • Web 2.0 applications that encourage social construction of knowledge (Wikispaces, BubbleShare, Ning) are freely available and may provide more creative instructors with better options than any LMS currently available. Such programs make possible the creation of one's own mini-CMS, cobbled together out of programs that fit with the instructor's methodology. In these cases, pedagogy comes first—the tools can be used to build the courses we want to teach.
  • Barbara Lindsey on 24 Aug 08
     
    Discuss this in class
Barbara Lindsey

IBM Addresses Web 2.0 Security Concerns With 'SMash' - 0 views

www.campustechnology.com/...59949

shared by Barbara Lindsey on 21 Mar 08 - No Cached
  • "Web 2.0 is fundamentally about empowering people, and has created a societal shift in the way we organize, access, and use information," said Rod Smith, IBM Fellow and vice president.
  • SMash addresses a part of the browser mashup security issue by keeping code and data from each of the sources separated, while allowing controlled sharing of the data through a secure communication channel.
Barbara Lindsey

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

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

facebook networking social

shared by Barbara Lindsey on 18 Sep 08 - Cached
  • unless you visited each friend’s page every day, it might be days or weeks before you noticed the news, or you might miss it entirely.
  • He developed something he called News Feed, a built-in service that would actively broadcast changes in a user’s page to every one of his or her friends.
  • Instead, they would just log into Facebook, and News Feed would appear: a single page that — like a social gazette from the 18th century — delivered a long list of up-to-the-minute gossip about their friends, around the clock, all in one place. “A stream of everything that’s going on in their lives,” as Zuckerberg put it.
  • ...5 more annotations...
  • When students woke up that September morning and saw News Feed, the first reaction, generally, was one of panic.
  • He created a Facebook group demanding Zuckerberg either scrap News Feed or provide privacy options.
  • Zuckerberg, surprised by the outcry, quickly made two decisions. The first was to add a privacy feature to News Feed, letting users decide what kind of information went out. But the second decision was to leave News Feed otherwise intact. He suspected that once people tried it and got over their shock, they’d like it.He was right. Within days, the tide reversed.
  • he bits of trivia that News Feed delivered gave them more things to talk about — Why do you hate Kiefer Sutherland? — when they met friends face to face in class or at a party. Trends spread more quickly. When one student joined a group — proclaiming her love of Coldplay or a desire to volunteer for Greenpeace — all her friends instantly knew, and many would sign up themselves. Users’ worries about their privacy seemed to vanish within days, boiled away by their excitement at being so much more connected to their friends.
  • It catalyzed a massive boom in the site’s growth.
Barbara Lindsey

Second Life: Do You Need One? (Part 4) : July 2007 : THE Journal - 0 views

www.thejournal.com/...20986_4

shared by Barbara Lindsey on 02 Dec 07 - Cached
    • Barbara Lindsey
      Barbara Lindsey on 02 Dec 07
       
      This is a fascinating insight that should be investigated further.
  • Digital learners then typically end up in extremely diverse networks, further expanding their cultural experience in the digital world.  Digital learners are also constantly faced with challenges to their established real world social norms and ask some very tough questions about those real world dividers.  Many traditional visitors remain in those topic-centered social groups, which typically consist of people of common interest and backgrounds, providing them less immersion into the diversity of the digital environment.
    • Barbara Lindsey
      Barbara Lindsey on 02 Dec 07
       
      This is a fascinating insight that should be investigated further.
  • Most traditional educator-visitors soon ask how they can find the space inworld to create a "classroom."  The result is typically a walled building, with ceilings, desks and chairs, and a lectern at the front next to a PowerPoint screen.  Digital visitors may also request space for a "classroom," but it is more likely to end up being a platform floating in the sky, with clouds instead of chairs, and digital media streamed onto the side of a giant bubble floating in the middle of the space.
  • ...4 more annotations...
  • this point represents a key distinction between the traditional and digital person.  While the traditional educator approaches the virtual world to learn how it can be used in education, the digital educator approaches the environment asking how this experience can change the entire practice of teaching and learning.  One seeks to perhaps adapt their current practices to fit a new environment, while the other looks to completely transform what they do based upon the opportunity provided in the virtual world.
    • Barbara Lindsey
      Barbara Lindsey on 02 Dec 07
       
      Key distinction in most technology-enhanced learning environments.
    • Barbara Lindsey
      Barbara Lindsey on 02 Dec 07
       
      key distinction in much adaptation/adoption of technology-enhanced learning environments.
  • traditional educators seek a structure to their inworld activities, while digital learners self define a process to reach the outcome they have decided upon. 
  • digital gamers are familiar with self-investigation to determine what is needed to "win the mission" and seek only resources and support.
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.
Barbara Lindsey

The Tempered Radical: Rework, Retrain, Rethink... - 0 views

teacherleaders.typepad.com/...rework_retrain_.html

beyondwebct

shared by Barbara Lindsey on 30 Aug 08 - Cached
  • Would we experience an educational revolution where children learned to create their own knowledge and make connections between classmates across continents?
    • Barbara Lindsey
      Barbara Lindsey on 30 Aug 08
       
      Exactly what Barbara Ganley envisioned for Middlebury, which said, thanks, but no thanks.
  • Would new discoveries be made by curious kids who were "unleashed" for the first time, free to explore? Or would classrooms remain teacher-paced and highly directed, with students exploring the same site on the same day at the same time as their peers?  Would we end up with far more Power Point presentations than any one child should ever produce?  Would computer use remain limited--as it so often is--to word processing and basic research?
    • Barbara Lindsey
      Barbara Lindsey on 30 Aug 08
       
      Well, everyone? What do our classrooms look like?
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.
Barbara Lindsey

News: A Call for Copyright Rebellion - Inside Higher Ed - 0 views

www.insidehighered.com/...lessig

copyright Lessig education

shared by Barbara Lindsey on 28 Feb 10 - Cached
  • “If copyright law, at its core, regulates something called ‘copies,’ then in the analog world… many uses of culture were copyright-free,” he explained. “They didn’t trigger copyright law, because no copy was made. But in the digital world, very few uses are copyright-free because in the digital world … all uses produce a copy.”
  • Absolute open access does weaken the incentive to create insofar as scholars crave some tangible remuneration for their commercially published works. The solution to the problem, he said, probably lies in hybrid systems such as Creative Commons, of which he is a board member. Creative Commons licenses allow authors to designate what portions of their work can be copied and how it may be used, thereby avoiding the “thicket” of the copyright system — where, Lessig said, things are never nearly that simple.
  • Barbara Lindsey on 28 Feb 10
     
    Lawrence Lessig talks about copyright's impact on education in the digital age.
Barbara Lindsey

Teacher Created Rubrics for Assessment - Online Professional Development for K-12 Teachers - University of Wisconsin - Stout - 0 views

www.uwstout.edu/...rubrics.shtml

rubrics assessment

shared by Barbara Lindsey on 26 Feb 10 - Cached
  • Barbara Lindsey on 26 Feb 10
     
    U of Wisconsin
Barbara Lindsey

Taking Diigo Beyond the Bookmark - 0 views

knowthenetwork.com/...king-diigo-beyond-the-bookmark

diigo research collaboration writing

shared by Barbara Lindsey on 11 Feb 10 - Cached
  • Any writer knows the value of good research and with Diigo the process just got easier. Here’s a couple of ideas: tag items based on chapter, subject tag items for a bibliography jot a few notes to give context or your thoughts at the time highlight the section you intend to use and save the time of reviewing the entire page Diigo becomes even more essential in a collaboration project. The Forrester team used Delicious during their research for the book  Groundswell and I bet they could have used Diigo features like highlighting, comments, groups, and conversations.
  • tag recipes as appetizers, entrees, or desserts tag as vegetarian, diet, gluten free, or my favorite “enough-calories-to-make-Paula-Deen-blush” disclosure: the above link leads to my wife food blog MakeLifeDelicious.com, it’s the greatest food blog on earth #unbiased tag by ingredients highlight cooking times and pics
  • I love Diigo too. My son (10 years old) is working on his IB Exhibition on Water Pollution. He is working as part of a team. I helped them create a group for their topic so that they and their teacher can add resources, highlight text and tag interesting facts about the subject from home. Also, I am in a master's in education media design and am using Diigo to organize my resources for my Action Research project. Diigo is a great tool. Thanks for posting.
  • ...1 more annotation...
  • A real revelation for us, however, has been to use Diigo for internal staff communication. I've set up a News group for people to share any useful careers-related articles they come across. We also have various Jobs/Scholarships groups to share relevant graduate vacancies we find. The RSS feeds from these then post to Twitter and our own Jobs and Further Study pages. Saves a lot of time entering the details into our own database and gets the information to our students and graduates quicker. Hopefully! It also keeps staff abreast with up-to-date jobs information. Diigo is great!
  • Barbara Lindsey on 11 Feb 10
     
    Writers Any writer knows the value of good research and with Diigo the process just got easier. Here's a couple of ideas: tag items based on chapter, subject tag items for a bibliography jot a few notes to give context or your thoughts at the time highlight the section you intend to use and save the time of reviewing the entire page Diigo becomes even more essential in a collaboration project. The Forrester team used Delicious during their research for the book  Groundswell and I bet they could have used Diigo features like highlighting, comments, groups, and conversations.
Celeste Arrieta

Collaborative Editing « Beyond WebCT: Integrating Social Networking Tools Into Language & Culture Courses - 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

EC&I 831 - 1 views

eci831.wikispaces.com

opencourseware openeducation open education education2.0 couros

shared by Barbara Lindsey on 20 Feb 10 - No Cached
  • The goals of this course follow. Participants will: better understand the historical role technology and media have played in educational & social change; become knowledgeable of social learning tools & FLOSS (Free/Libre and Open Source Software) as tools for teaching, facilitating learning, & designing educational environments; become familiar with the wealth of open educational resources (OERs), learning-related content, & media available for teaching & learning; become knowledgeable of relevant social learning theories and philosophies that respond to learning in the digital age; better understand the many social, educational, political, cultural, and administrative issues often associated with technology & media in education and society; become critical consumers and producers of digital media and information; and, build sustainable, personal learning environments and networks.
  • A significant portion of the course learning will happen outside of the scheduled, synchronous sessions. Participants will gain experience in social learning processes such as: writing reflective blog posts, commenting on participant blogs, reading and commenting on educational blogs from outside of the course, microblogging, reading and exploring other educational technology and learning-focused media, exploring social learning tools, and creating educational media.
  • Barbara Lindsey on 20 Feb 10
     
    Couros Course on Social Media & Open Education "Open, Connected, Social" this course is open to credit and not-for-credit' students and features synchronous discussions via Elluminate and asynchronous work via microblogging, blogging, and the creation of digital content.
Celeste Arrieta

Discovery Education's Puzzlemaker: Create your own cross word puzzles! - 0 views

puzzlemaker.discoveryeducation.com/CrissCrossSetupForm.asp

education puzzlemaker crucigramas

shared by Celeste Arrieta on 23 Feb 10 - Cached
  • Celeste Arrieta on 23 Feb 10
     
    Crucigramas
Barbara Lindsey

2010 Horizon Report » One Year or Less: Open Content - 0 views

wp.nmc.org/...open-content

HorizonReport opencontent

shared by Barbara Lindsey on 28 Jan 10 - Cached
  • The movement toward open content reflects a growing shift in the way academics in many parts of the world are conceptualizing education to a view that is more about the process of learning than the information conveyed in their courses. Information is everywhere; the challenge is to make effective use of it.
  • As customizable educational content is made increasingly available for free over the Internet, students are learning not only the material, but also skills related to finding, evaluating, interpreting, and repurposing the resources they are studying in partnership with their teachers.
  • collective knowledge and the sharing and reuse of learning and scholarly content,
  • ...16 more annotations...
  • the notion of open content is to take advantage of the Internet as a global dissemination platform for collective knowledge and wisdom, and to design learning experiences that maximize the use of it.
  • The role of open content producers has evolved as well, away from the idea of authoritative repositories of content and towards the broader notion of content being both free and ubiquitous.
  • schools like Tufts University (and many others) now consider making their course materials available to the public a social responsibility.
  • Many believe that reward structures that support the sharing of work in progress, ongoing research, highly collaborative projects, and a broad view of what constitutes scholarly publication are key challenges that institutions need to solve.
  • learning to find useful resources within a given discipline, assess the quality of content available, and repurpose them in support of a learning or research objective are in and of themselves valuable skills for any emerging scholar, and many adherents of open content list that aspect among the reasons they support the use of shareable materials.
  • Open content shifts the learning equation in a number of interesting ways; the most important is that its use promotes a set of skills that are critical in maintaining currency in any discipline — the ability to find, evaluate, and put new information to use.
  • Communities of practice and learning communities have formed around open content in a great many disciplines, and provide practitioners and independent learners alike an avenue for continuing education.
  • Art History. Smarthistory, an open educational resource dedicated to the study of art, seeks to replace traditional art history textbooks with an interactive, well-organized website. Search by time period, style, or artist (http://smarthistory.org).
  • American Literature before 1860 http://enh241.wetpaint.com Students in this course, held at Mesa Community College, contribute to the open course material as part of their research. MCC also features a number of lectures on YouTube (see http://www.youtube.com/user/mesacc#p/p).
  • Carnegie Mellon University’s Open Learning Initiative http://oli.web.cmu.edu/openlearning/ The Open Learning Initiative offers instructor-led and self-paced courses; any instructor may teach with the materials, regardless of affiliation. In addition, the courses include student assessment and intelligent tutoring capability.
  • Connexions http://cnx.org Connexions offers small modules of information and encourages users to piece together these chunks to meet their individual needs.
  • eScholarship: University of California http://escholarship.org/about_escholarship.html eScholarship provides peer review and publishing for scholarly articles, books, and papers, using an open content model. The service also includes tools for dissemination and research.
  • MIT OpenCourseWare http://ocw.mit.edu The Massachusetts Institute of Technology publishes lectures and materials from most of its undergraduate and graduate courses online, where they are freely available for self-study.
  • Open.Michigan’s dScribe Project https://open.umich.edu/projects/oer.php The University of Michigan’s Open.Michigan initiative houses several open content projects. One, dScribe, is a student-centered approach to creating open content. Students work with faculty to select and vet resources, easing the staffing and cost burden of content creation while involving the students in developing materials for themselves and their peers.
  • Center for Social Media Publishes New Code of Best Practices in OCW http://criticalcommons.org/blog/content/center-for-social-media-publishes-new-code-of-best-practices-in-ocw (Critical Commons, 25 October 2009.) The advocacy group Critical Commons seeks to promote the use of media in open educational resources. Their Code of Best Practices in Fair Use for OpenCourseWare is a guide for content developers who want to include fair-use material in their offerings.
  • Flat World Knowledge: A Disruptive Business Model http://industry.bnet.com/media/10003790/flat-world-knowledge-a-disruptive-business-model/ (David Weir, BNET, 20 August 2009.) Flat World Knowledge is enjoying rapid growth, from 1,000 students in the spring of 2009 to 40,000 in the fall semester using their materials. The company’s business model pays a higher royalty percentage to textbook authors and charges students a great deal less than traditional publishers.
Barbara Lindsey

2010 Horizon Report » Critical Challenges - 0 views

wp.nmc.org/...challenges

HorizonReport challenges

shared by Barbara Lindsey on 28 Jan 10 - Cached
  • In a 2007 report, the American Association of Colleges and Universities recommended strongly that emerging technologies be employed by students in order for them to gain experience in “research, experimentation, problem-based learning, and other forms of creative work,” particularly in their chosen fields of study.
  • New scholarly forms of authoring, publishing, and researching continue to emerge but appropriate metrics for evaluating them increasingly and far too often lag behind. Citation-based metrics, to pick one example, are hard to apply to research based in social media. New forms of peer review and approval, such as reader ratings, inclusion in and mention by influential blogs, tagging, incoming links, and retweeting, are arising from the natural actions of the global community of educators, with increasingly relevant and interesting results. These forms of scholarly corroboration are not yet well understood by mainstream faculty and academic decision makers, creating a gap between what is possible and what is acceptable.
  • despite the widespread agreement on its importance, training in digital literacy skills and techniques is rare in teacher education programs. In higher education, formal training is virtually non-existent.
  • ...1 more annotation...
  • This challenge is exacerbated by the fact that digital literacy is less about tools and more about thinking, and thus skills and standards based on tools and platforms have proven to be somewhat ephemeral.
Celeste Arrieta

Consensus: Podcasting Has No 'Inherent' Pedagogic Value -- Campus Technology - 1 views

campustechnology.com/...-inherent-pedagogic-value.aspx

shared by Celeste Arrieta on 12 Mar 10 - Cached
  • "Podcasting does not contain any inherent value. It is only valuable inasmuch as it helps the instructor and students reach their educational goals, by facilitating thoughtful, engaging learning activities that are designed to work in support of those goals."
    • Barbara Lindsey
      Barbara Lindsey on 12 Mar 10
       
      You are on a job interview. You've been asked if and how you would use podcasting with your students. How would you respond?
    • Inas Ayyoub
      Inas Ayyoub on 15 Mar 10
       
      As a language teacher , I would highly be interested in using podcasting with my students. The point here comes to not only ask students to download certain podcasts to repeat words and have an all time accessable materials to improve pronunciation and study vocabs. The ability to link what students listen to on the podcasts with post activities to be performed in the classroom that help them even go beyond what that podcast has to offer, is one key to do that. So, using podcasting hould be highly planned and integrated in a way that serves our desired outcomes that will lead at the end to empower students to create or add podcasts that serve that as well.
    • Barbara Lindsey
      Barbara Lindsey on 18 Mar 10
       
      Inas-this is a wonderful example of extending the learning outside the classroom and then bringing it back into the classroom to reinforce and advance students' competencies. If you were on an interview, you might want to give a specific example. Could you think of one?
    • Celeste Arrieta
      Celeste Arrieta on 18 Mar 10
       
      ...and how the tool is connected to the class goal so it can be meaningful for the learning experience. Personally, I used them frequently as "realia" sources to develop other activities.
    • Celeste Arrieta
      Celeste Arrieta on 18 Mar 10
       
      I can't find my sticky notes for this web site. I did it 3 times. If you can see any of them, please let me know. Thanks
  • ...1 more annotation...
  • "The answer to that question depends entirely on the educational context, including goals and appropriate learning activities, and on how the tool is implemented,"
    • Celeste Arrieta
      Celeste Arrieta on 18 Mar 10
       
      ...and how the tool is connected to the class goal so it can be meaningful for the learning experience. Personally, I used them frequently as "realia" sources to develop other activities.
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.
  • ...4 more annotations...
  • 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.
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