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Barbara Lindsey

becoming - home - 0 views

becoming.wikispaces.com

wiki pln pd languages

shared by Barbara Lindsey on 27 Mar 10 - Cached
  • Barbara Lindsey on 27 Mar 10
     
    PD wiki by Cindy Kendall, Toni Theisen, Thomas Sauer, Janna Chiang and D. Lynn Fulton
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

Augmented Reality - Explained by Common Craft - Common Craft - Our Product is Explanation - 0 views

commoncraft.com/augmented-reality-video

commoncraft augmentedreality video

shared by Barbara Lindsey on 23 Mar 10 - Cached
  • Barbara Lindsey on 23 Mar 10
     
    Common Craft video that explains augmented reality
Inas Ayyoub

Curricula Designed to Meet 21st-Century Expectations | EDUCAUSE - 1 views

www.educause.edu/...6065

educause curricula students netgen

shared by Inas Ayyoub on 17 Mar 10 - Cached
  • Faculty concerns perhaps center less on being "replaceable" and more on worrying that the teaching and learning enterprise will be reduced to students gathering information that can be easily downloaded, causing them to rely too heavily on technology instead of intellect.
  • First, traditional age students overwhelmingly prefer face-to-face contact with faculty to mediated communication. Second, technology used in the service of learning will require more—not less—sophistication on the part of students as they engage in processes of integration, translation, audience analysis, and critical judgment.
  • With such specific applications of technology and the limited use of other forms (for example, multimedia), students' low expectations for the use of technology in the curriculum is not surprising. Such constrained use of technology by the faculty in the curriculum and low student expectations may serve to limit innovation and creativity as well as the faculty's capacity to engage students more deeply in their subject matter.
    • Barbara Lindsey
      Barbara Lindsey on 17 Mar 10
       
      Your thoughts on this?
    • Chenwen Hong
      Chenwen Hong on 21 Mar 10
       
      I completely agree. As a student, I don't think a text-based PowerPoint slide presentation would interest me too much, partcularly when there are too many words squeezed into just one slide. If a PowerPoint slide presentation is just a copy of texts, the use of technology makes nothing different from teaching with a blackboard and chalks. The use of technology must have, and then can serve, a pedagogical purpose.
    • Inas Ayyoub
      Inas Ayyoub on 22 Mar 10
       
      This remindes me of the first time stuents at my school started using powerpoints to make presentations and how exciting it was for them to see thier classmates ideas presented in front of them this way. Over using this and without really integraing sth new than their words written, showed boredom and disinterest later! So teachers should think here of using technology in a different way like turning the lesson into a digital story or using technology differently ! Being unexpected in the way you use technology in the classrooom, would make them always eager to learn and excited about it!!!
  • ...4 more annotations...
  • Today, these tools still provide middle school teachers with vehicles to enlarge their students' learning. Math and science problem sets are embedded in authentic stories that students understand because the stories reflect their everyday experiences. These authentic problem-solving exercises not only engage students in their learning but also stimulate them to want to learn more.
  • From the beginning, however, a problem arose in that those middle school students went on to high schools and later to colleges that did not (and do not) provide this type of rich learning experience—a learning experience that can best be achieved when technology is used in the service of learning.
  • Students need mastery in areas that include knowledge of human imagination and expression, global and cross-cultural communities, and modeling the natural world.
  • The assignment could take on a deeper dimension by using videoconferencing and e-mail to link teams to students living in the countries of origin of the groups being studied. Integrating real-time global experiences into the classroom can provide a new, first-person information source and engender debate about the validity of various sources of information used in conducting research.
    • Chenwen Hong
      Chenwen Hong on 21 Mar 10
       
      I guess the project, with the Peace Corp., we saw during last Friday's session is the best example of technology engaging students with course materials by iintegrating real-time experiences with classroom studies.
Chenwen Hong

Facebook Privacy Blunder Is Boon for Berkeley Legal Scholar - Wired Campus - The Chroni... - 2 views

chronicle.com/...21933

privacy Facebook Beacon

shared by Chenwen Hong on 22 Mar 10 - Cached
  • Chenwen Hong on 22 Mar 10
     
    a lawsuit concerning the privacy of Facebook members
  • Chenwen Hong on 22 Mar 10
     
    I had no idea of what Beacon is, but I am happy that Facebook discontinued the technology. Do we feel safer about this? Well, ...
Celeste Arrieta

Garr Reynolds/Presentations - 0 views

www.garrreynolds.com/...prep.html

shared by Celeste Arrieta on 22 Mar 10 - Cached
    • Celeste Arrieta
      Celeste Arrieta on 22 Mar 10
       
      SIMPLICITY!!
  • you have to think very hard about what to include and what can be left out.
  • essence
  • ...31 more annotations...
  • message
  • audience could remember only three things about your presentation,what would you want it to be?
  • analog
  • the best presenters often scratch out their ideas and objectives with a pen and paper.
  • whiteboard
  • sketch out my ideas
  • write down ke
  • points
  • outline and structure
  • speaking and connecting to an audience
  • persuade
  • storyboard
  • I draw sample images that I can use to support a particular point, say, a pie chart here, a photo there, perhaps a line graph
  • content to flow
  • notes
  • iStockphoto.com
  • presentation structure
  • logic of your content and the flow of the presentation
  • (so what?
  • "sell" your message in 30-45 seconds. I
  • essence of your presentation content and write it on the back of a business card?
  • Good presentations include stories. The best presenters illustrate their points with the use of storie
  • relevant
  • remember
  • memorable
  • remember
  • Good stories have interesting, clear beginnings, provocative, engaging content in the middle, and a clear, logical conclusion
  • rehearsed
  • several times
  • What is the purpose of the event?
  • Who is the audience?
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.
  • ...11 more annotations...
  • 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.
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