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Barbara Lindsey

Why Indie Directors Are Releasing Movies Online -- For Free - Yahoo! News - 0 views

news.yahoo.com/...08599195000500

viral videos

shared by Barbara Lindsey on 27 Dec 09 - No Cached
  • "What I have learned is that the more freely you show the film, the more audiences will buy the DVD and surrounding merchandise," she says. "
  • And in May, documentary filmmaker Franny Armstrong launched a website called www.indiescreenings.net, where people can buy a license and then screen her climate-change documentary, The Age of Stupid. Armstrong incentivizes buyers by allowing them to keep any profits from ticket sales.
  • So Vuorensola took matters into his own hands: he used a Finnish social networking site to build up an online fan base who contributed to the storyline, made props and even offered their acting skills. In return for the help, Vuorensola released Star Wreck in 2005 online for free. Seven hundred thousand copies were downloaded in the first week alone; to date, the total has now reached 9 million.
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  • "Whether it's through piracy or distribution your film is out there on the Internet, so we decided to harness this." And he has managed to make quite a bit of money out of it.
  • The Internet has become a free distribution machine, so what can you sell that makes money? Things you can't copy. They need to be things that are based around your audience. Directors cuts, merchandise, 35mm prints of your film."
  • Barbara Lindsey on 27 Dec 09
     
    "What I have learned is that the more freely you show the film, the more audiences will buy the DVD and surrounding merchandise," she says.
Barbara Lindsey

From Knowledgable to Knowledge-able: Learning in New Media Environments | Academic Commons - 0 views

www.academiccommons.org/...knowledgable-knowledge-able

wesch social media web2.0 education teaching academic commons

shared by Barbara Lindsey on 31 Mar 09 - Cached
  • The message of Wikipedia is not “trust authority” but “explore authority.” Authorized information is not beyond discussion on Wikipedia, information is authorized through discussion, and this discussion is available for the world to see and even participate in. This culture of discussion and participation is now available on any website with the emerging “second layer” of the web through applications like Diigo which allow you to add notes and tags to any website anywhere.
  • Many faculty may hope to subvert the system, but a variety of social structures work against them.
  • Our physical structures were built prior to an age of infinite information, our social structures formed to serve different purposes than those needed now, and the cognitive structures we have developed along the way now struggle to grapple with the emerging possibilities.
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  • The physical structures are easiest to see, and are on prominent display in any large “state of the art” classroom. Rows of fixed chairs often face a stage or podium housing a computer from which the professor controls at least 786,432 points of light on a massive screen. Stadium seating, sound-absorbing panels and other acoustic technologies are designed to draw maximum attention to the professor at the front of the room. The “message” of this environment is that to learn is to acquire information, that information is scarce and hard to find (that's why you have to come to this room to get it), that you should trust authority for good information, and that good information is beyond discussion (that's why the chairs don't move or turn toward one another). In short, it tells students to trust authority and follow along.
  • at the base of this “information revolution” are new ways of relating to one another, new forms of discourse, new ways of interacting, new kinds of groups, and new ways of sharing, trading, and collaborating. Wikis, blogs, tagging, social networking and other developments that fall under the “Web 2.0” buzz are especially promising in this regard because they are inspired by a spirit of interactivity, participation, and collaboration. It is this “spirit” of Web 2.0 which is important to education. The technology is secondary. This is a social revolution, not a technological one, and its most revolutionary aspect may be the ways in which it empowers us to rethink education and the teacher-student relationship in an almost limitless variety of ways.
  • Even in situations in which a spirit of exploration and freedom exist, where faculty are free to experiment to work beyond physical and social constraints, our cognitive habits often get in the way
  • Most of our assumptions about information are based on characteristics of information on paper.
  • Even something as simple as the hyperlink taught us that information can be in more than one place at one time
  • Blogging came along and taught us that anybody can be a creator of information.
  • Our old assumption that information is hard to find, is trumped by the realization that if we set up our hyper-personalized digital network effectively, information can find us.
  • Taken together, this new media environment demonstrates to us that the idea of learning as acquiring information is no longer a message we can afford to send to our students, and that we need to start redesigning our learning environments to address, leverage, and harness the new media environment now permeating our classrooms.
  • Nothing good will come of these technologies if we do not first confront the crisis of significance and bring relevance back into education. In some ways these technologies act as magnifiers.
  • Usually our courses are arranged around “subjects.” Postman and Weingartner note that the notion of “subjects” has the unwelcome effect of teaching our students that “English is not History and History is not Science and Science is not Art . . . and a subject is something you 'take' and, when you have taken it, you have 'had' it.” Always aware of the hidden metaphors underlying our most basic assumptions, they suggest calling this “the Vaccination Theory of Education” as students are led to believe that once they have “had” a subject they are immune to it and need not take it again.5
  • As an alternative, I like to think that we are not teaching subjects but subjectivities: ways of approaching, understanding, and interacting with the world. Subjectivities cannot be taught. They involve an introspective intellectual throw-down in the minds of students. Learning a new subjectivity is often painful because it almost always involves what psychologist Thomas Szasz referred to as “an injury to one's self-esteem.”6 You have to unlearn perspectives that may have become central to your sense of self.
  • We can only create environments in which the practices and perspectives are nourished, encouraged, or inspired (and therefore continually practiced).
  • So while the course is set up much like a typical cultural anthropology course, moving through the same readings and topics, all of these learnings are ultimately focused around one big question, “How does the world work?”
  • Students are co-creators of every aspect of the simulation, and are asked to harness and leverage the new media environment to find information, theories, and tools we can use to answer our big question. Each student has a specific role and expertise to develop. A world map is superimposed on the class and each student is asked to become an expert on a specific aspect of the region in which they find themselves. Using this knowledge, they work in 15-20 small groups to create realistic cultures, step-by-step, as we go through each aspect of culture in class. This allows them to apply the knowledge they learn in the course and to recognize the ways different aspects of culture--economic, social, political, and religious practices and institutions--are integrated in a cultural system.
  • The World Simulation itself only takes 75-100 minutes and moves through 650 metaphorical years, 1450-2100. It is recorded by students on twenty digital video cameras and edited into one final "world history" video using clips from real world history to illustrate the correspondences. We watch the video together in the final weeks of the class, using it as a discussion starter for contemplating our world and our role in its future. By then it seems as if we have the whole world right before our eyes in one single classroom - profound cultural differences, profound economic differences, profound challenges for the future, and one humanity. We find ourselves not just as co-creators of a simulation, but as co-creators of the world itself, and the future is up to us.
  • I have often found myself writing content-based multiple-choice questions in a way that I hope will indicate that the student has mastered a new subjectivity or perspective. Of course, the results are not satisfactory. More importantly, these questions ask students to waste great amounts of mental energy memorizing content instead of exercising a new perspective in the pursuit of real and relevant questions.
  • When you watch somebody who is truly “in it,” somebody who has totally given themselves over to the learning process, or if you simply imagine those moments in which you were “in it” yourself, you immediately recognize that learning expands far beyond the mere cognitive dimension. Many of these dimensions were mentioned in the issue precis, “such as emotional and affective dimensions, capacities for risk-taking and uncertainty, creativity and invention,” and the list goes on. How will we assess these? I do not have the answers, but a renewed and spirited dedication to the creation of authentic learning environments that leverage the new media environment demands that we address it.
  • The new media environment provides new opportunities for us to create a community of learners with our students seeking important and meaningful questions.
  • This is what I have called elsewhere, “anti-teaching,” in which the focus is not on providing answers to be memorized, but on creating a learning environment more conducive to producing the types of questions that ask students to challenge their taken-for-granted assumptions and see their own underlying biases.
Barbara Lindsey

50 Ways to Use Wikis for a More Collaborative and Interactive Classroom | Smart Teaching - 0 views

www.smartteaching.org/...tive-and-interactive-classroom

wikis education collaboration classroom

shared by Barbara Lindsey on 31 Aug 09 - Cached
  • sk students to create study guides for a specific part of the unit you’re
  • Make it a class project to collaboratively write a reference book that others can use.
  • Get your class to create a glossary of terms they use and learn about in new units, adding definitions and images.
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  • Encourage students to submit words that they had trouble with, along with a dictionary entry
  • Let your students share their collective information so that everyone gets a better understanding of the subject.
  • Encourage students to draft rules and policies for the classroom.
  • Make it a class project to create an FAQ for your classroom that will help new students and those that will come in years later.
  • Using a wiki platform, students don’t have to worry about web design, so they can focus on content instead.
  • Save links, documents, and quotes related to units or your classroom as a whole
  • Work with other teachers to create lesson plans and track students’ success.
Wessam Abedelaziz

Curricula Designed to Meet 21st-Century Expectations | Resources | EDUCAUSE - 0 views

www.educause.edu/...6065

expectations implementation student technology educause 21st-century

shared by Wessam Abedelaziz on 27 Oct 08 - Cached
  • W here students had once called a large number of their classes "death by lecture," she noted they were now calling them "death by PowerPoint." >
  • here students had once called a large number of their classes "death by lecture," she noted they were now calling them "death by PowerPoint."
    • Wessam Abedelaziz
      Wessam Abedelaziz on 31 Oct 08
       
      I think it is ' death by Powerpoint" is a good phrase as it automatically turns to a lecture form with the help of some slides. It is still boring if it is not mainpulated and being directed to be used effectively.
  • 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. Like all organizations, colleges and universities respond to the demands placed upon them. Students' and institutions' low expectations for the use of technology for learning provide insufficient impetus for faculties to change their behavior and make broader, more innovative use of these tools in the service of learning.
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  • Data obtained from these sessions with high school and college seniors in Indiana, Oregon, and Virginia
    • Barbara Lindsey
      Barbara Lindsey on 27 Oct 08
       
      Not representative sample
  • 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.
  • Less attention has been given to how to help students achieve the desired learning outcomes through technology.
  • comparatively little support has been devoted to helping faculty use computers and other technologies in creative and innovative ways to deepen student learning.
  • institutional structures and practices to resolve technical problems that faculty invariably encounter are very limited or are not the type of aid needed. Such lack of support limits the amount of time faculty can spend on what they do best—building a compelling curriculum and integrating technology for more powerful learning.
  • To develop intentional learners, the curriculum must go beyond helping students gain knowledge for knowledge's sake to engaging students in the construction of knowledge for the sake of addressing the challenges faced by a complex, global society.
  • integrating study abroad into courses back on the home campus;
  • Consider this scenario:
  • 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.
    • Barbara Lindsey
      Barbara Lindsey on 27 Oct 08
       
      Mentioned frequently by our group members.
  • 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.
  • Faculty with expertise in one or more subjects, who have been exposed to what we know about how people learn, can determine how to enhance this learning through the use of technology. But simply understanding how to use technology will not provide the integration needed to reach the desired learning outcomes.
    • Barbara Lindsey
      Barbara Lindsey on 27 Oct 08
       
      Last sentence here most important.
  • There is a need for integrating technology that is in the service of learning throughout the curriculum. More intentional use of technology to capture what students know and are able to integrate in their learning is needed.
Barbara Lindsey

Diigo Notes 2008-11-01_1518 - 0 views

www.screencast.com/...e0-20c3-4d7d-bedd-c206f9e22882

screencast diigo student research

shared by Barbara Lindsey on 03 Nov 08 - Cached
  • Barbara Lindsey on 03 Nov 08
     
    Screencast of mbrownstone's students use of Diigo for class research project and student portfolio.
Barbara Lindsey

Educational Leadership:Giving Students Ownership of Learning:Footprints in the Digital Age - 0 views

www.ascd.org/...prints_in_the_Digital_Age.aspx

web2.0 willrichardson pln digitalfootprint socialnetworking Glastonbury

shared by Barbara Lindsey on 12 Dec 08 - Cached
  • This 10-year-old probably still needs to learn many of these things, and she needs the guidance of teachers and adults who know them in their own practice.
  • We must help them learn how to identify their passions; build connections to others who share those passions; and communicate, collaborate, and work collectively with these networks. And we must do this not simply as a unit built around "Information and Web Literacy." Instead, we must make these new ways of collaborating and connecting a transparent part of the way we deliver curriculum from kindergarten to graduation.
  • Younger students need to see their teachers engaging experts in synchronous or asynchronous online conversations about content, and they need to begin to practice intelligently and appropriately sharing work with global audiences. Middle school students should be engaged in the process of cooperating and collaborating with others outside the classroom around their shared passions, just as they have seen their teachers do. And older students should be engaging in the hard work of what Shirky (2008) calls "collective action," sharing responsibility and outcomes in doing real work for real purposes for real audiences online.
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  • we educators must first own these technologies and be able to take advantage of these networked learning spaces. In this way, we can fully prepare students not just to be Googled well, but to be findable in good ways by people who share their passions for learning and who may well end up being lifelong teachers, mentors, or friends.
  • So what literacies must we educators master before we can help students make the most of these powerful potentials? It starts, as author Clay Shirky (2008) suggests, with an understanding of how transparency fosters connections and with a willingness to share our work and, to some extent, our personal lives. Sharing is the fundamental building block for building connections and networks;
  • In all likelihood, you, your school, your teachers, or your students are already being Googled on a regular basis, with information surfacing from news articles, blog posts, YouTube videos, Flickr photos, and Facebook groups. Some of it may be good, some may be bad, and most is beyond your control. Your personal footprint—and to some extent your school's—is most likely being written without you, thanks to the billions of us worldwide who now have our own printing presses and can publish what we want when we want to.
  • This may be the first large technological shift in history that's being driven by children. Picture a bus. Your students are standing in the front; most teachers (maybe even you) are in the back, hanging on to the seat straps as the bus careens down the road under the guidance of kids who have never been taught to steer and who are figuring it out as they go. In short, for a host of reasons, we're failing to empower kids to use one of the most important technologies for learning that we've ever had. One of the biggest challenges educators face right now is figuring out how to help students create, navigate, and grow the powerful, individualized networks of learning that bloom on the Web and helping them do this effectively, ethically, and safely.
Barbara Lindsey

Weblogg-ed » Reading to Find: Rip-Mix Classrooms - 0 views

weblogg-ed.com/...ing-to-find-rip-mix-classrooms

ripmix readmix student-created

shared by Barbara Lindsey on 25 Nov 08 - Cached
  • I’m thinking “Rip-Mix Classrooms” or “Rip-Mix Workshops” or heck, “Rip-Mix Conferences.” I’ve been railing of late at all the paper note talking conference attendees whose observations and reflections and experiences will never be connected after the conference ends. And I know that we’re already doing this to some extent on the conference level and the classroom level (i.e. Darren’s scribes and others.) Problem is, most schools would probably attempt to shut this down and call it cheating, especially if, as this group is doing, they are collecting and adding tests and quizzes to the mix.
    • Barbara Lindsey
      Barbara Lindsey on 25 Nov 08
       
      What do you think about this?
  • Barbara Lindsey on 25 Nov 08
     
    Rip Mix Learners is a student-run Open Courseware project, in which students make audio recordings of the lectures, compile class notes, and other materials and share them with their peers online.
Barbara Lindsey

FSEM 100C6- Toys as History - 0 views

toysashistory09.umwblogs.org

blog student-centered higher ed

shared by Barbara Lindsey on 23 Mar 09 - Cached
  • Our readings for this upcoming week’s meetings have all been chosen by you and your classmates in our FSEM workshop.
  • This well-selected item offers an analytical framework to consider and raises relevant questions for our discussion of the other articles and links listed below. Key themes include objects and toys, their relationship with the formation of identity, and our own explorations of the object, toys, and playthings that children (and adults) share.
  • Barbara Lindsey on 23 Mar 09
     
    Great use of blog for class collaborative work.
Barbara Lindsey

Academic Evolution: Academia must divest from Intellectual Apartheid - 0 views

www.academicevolution.com/...intellectual-apartheid.html

publishing2.0 academy higher ed

shared by Barbara Lindsey on 21 Mar 09 - Cached
  • Academia must divest from Intellectual Apartheid
  • I mean academia’s policy that enforces an unnecessary and counterproductive intellectual divide. What intellectual divide? It is that gaping chasm between two opposing models of disseminating knowledge: toll access and open access.
  • lack of access to technology (dubbed the "digital divide") seriously handicaps half the world's population. That is a giant problem but one being gradually ameliorated by mobile telephony and economic forces.
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  • Academics and their institutions have sold out to economic interests in the name of preserving the only system trustworthy enough to produce authoritative information.
  • I believe it is fair to label as “apartheid” any artificial social construct that privileges an elite minority to the detriment of a majority. The artificial construct doing that in the world of knowledge is the toll-access system of traditional scholarly communication.
  • Despite all the digitizing and online publishing now extant, despite the proliferation of websites and web users, despite the largely up-to-date technological infrastructure within academia, it is still the case that most of the world’s most important knowledge remains out of reach of most of the world. Keep that simple fact central in your mind as I revisit the mission statements of universities and academic presses that purport to promote scholarship for the general benefit of humankind.
  • “The mission of a university press,” said Daniel Coit Gilman, President of Johns Hopkins University in 1880, “is to assist the university in fulfilling its noble mission ‘to advance knowledge, and to diffuse it not merely among those who can attend the daily lectures—but far and wide.'" Universities and academic publishers are ostensibly dedicated to the very opposite of keeping people and knowledge apart. And yet, they do.
  • You really don’t need to go to the developing world to recognize that advanced knowledge is a big club with stiff entrance fees. Even middle class Americans will think twice before throwing down $30 for a scholarly article. How likely will this knowledge ever reach scholars in Mexico or India? And just how broadly can the editors of Subjectivity expect it to reach when subscribing costs $503/year?
  • Academic authors, editors, publishers, and distributors are simply not in the business of reaching the masses; they are in the business of reaching other specialists.
  • Academia banks on Intellectual Apartheid; its knowledge economy only rewards specialists publishing to specialists. In such a world, the “influence” of scholarship is not often correlated to real-world effects; it is usually correlated to how well a given work contributes to the specialist knowledge economy. Citation indexes measure reputations among specialists; “impact factor” relates not to real-world impact, but to reputation within the closed system.
  • one of the great secrets of academic publishing
    • Barbara Lindsey
      Barbara Lindsey on 21 Mar 09
       
      What do you think about this statement? Who knows (and perpetuates) this secret, in your opinion?
  • academia could care less about whether anything its scholars do actually makes a difference in the world, except for the occasional puff piece to show to contributors or alumni. Reaching out to the whole world is the stuff that convocation speeches and university mission statements are made of, but in the day-to-day world of academia, actually reaching the world with one’s refined knowledge is not rewarded. In fact, it is often punished. Generalists, such as those who are using blogging to actually talk to the public about their ideas, are threatened with lack of tenure or advancement if they waste their time in anything but publications oriented towards their disciplinary peers.
    • Barbara Lindsey
      Barbara Lindsey on 21 Mar 09
       
      Do you agree with this statement? If so, what does this mean for you and your academic future?
  • A university’s reward system requires its faculty to publish in peer-reviewed journals. Peer-reviewed journals serve the purpose of authenticating knowledge, but at the same time they also wall in that knowledge by making it available only to those willing to pay for it.
  • There is an assumption that if something is “published” (meaning published in a conventional, peer-reviewed journal), then it is appropriately circulating and available.
  • It may be “circulating” among subscribers (a few hundred), but it is simultaneously being kept from the online public (a few billion).
  • Essentially, scholars whose work is measured in terms of how often their articles are cited within peer-reviewed literature demonstrate not so much the actual worth or impact of their ideas as they demonstrate their fidelity to a closed knowledge economy. Impact factor statistics are really loyalty points for the gentlemen's club: if you impressed other members of the club, you get to stay in it. If you try for other audiences--like the one's loftily imagined in university mission statements--you show disloyalty to the club.
  • scholars underestimate the value and influence of their work, voluntarily giving up what their work might mean and do if circulating among a public that is literally six or seven orders of magnitude larger in size that the subscriber base of the most used journals. And it's a shame that broader, open, multi-disciplinary review is considered inferior to one-time assessment by two or three experts. Can we really be sure that conventional peer-reviewed knowledge is as reliable as it pretends to be when its adherents resist transparency and the checks and balances of exposing this knowledge more broadly?
  • I call upon you to join me in a full divestment from intellectual apartheid.
  • Here's how each academic stakeholder can fight Intellectual Apartheid: Scholars: Publish your work in Open Access journals or arrange open access for publications in conventional journals. Use Creative Commons licensing (rather than signing away copyright) in order to preserve access to your own work Deposit your publications in institutional or disciplinary archives to ensure permanent open access and the broadest exposure to search engines. Refuse to peer-review manuscripts or serve in editorial capacities for any journal that does not accommodate open access. Cancel subscriptions to toll-access scholarship Wean yourself from using any research materials that an everyday person from a developing country wouldn't have full access to via the Internet
    • Barbara Lindsey
      Barbara Lindsey on 21 Mar 09
       
      What do you think?
  • In training students, patrons, and faculty, teach them more about how and why to use open access resources rather than how to use expensive proprietary databases and services. Work with administrators to educate faculty about the benefits of open access publishing and rights management.
  • Administrators Create a university-wide mandate (as Harvard has done), requiring faculty to retain copyright of their scholarship and to license the non-exclusive depositing of that scholarship in the institutional archive. Update promotion and tenure policies to favor open access publications and to accommodate evolving scholarly genres (such as data sets, software, and scholarly tools that build the cyberinfrastructure). Require chairs and deans to educate faculty on evolving academic publishing models and to ready their conversion to using and publishing open access scholarship.
Barbara Lindsey

One Laptop One Child | Scholastic.com - 0 views

www2.scholastic.com/...article.jsp

1:1 equity students laptops

shared by Barbara Lindsey on 19 Dec 08 - Cached
  • quietly tell select students about the policy
  • “We’re going to invite 20 seniors [this school year] selected by teachers,” he says. We don’t want the computers to be a distraction.”
  • The Consolidated High School District 230 in Orland Park, Illinois, has taken a step in this direction by allowing students to bring their computers to school and connect to the Internet, but not log on to the district’s network, says Darrell Walery, director of technology.Stay Away from My Networkwalery sums up the struggle in this issue succinctly. He says tech directors who have been teachers favor the experiment, while those who have business backgrounds blanche at the thought. “My role as technology director is to mediate this exact issue,” he adds.
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  • In Forsyth, the district uses radius servers for centralized network management. This device identifies the districts’ computers, allowing them access to the network according to their status. Laptops that don’t pass this test are put on the district’s virtual lan. This gives them online access while keeping the user behind the district’s firewall and within its Internet filters. It keeps these computers—and their users—away from the district’s network.
  • Murray’s Pennsylvania district scans each notebook before it can connect to the school server. Clean Server antivirus software is one of the tools it uses to avoid “malware” and worms. Also, the district’s scans point users to free patches and service packs that are needed to keep security up to date.
  • Compatibility seems to be less of an issue each day as more online applications become available.
  • schools can turn to the growing number of free online tools available to all.
  • Classroom management is another potential worry. If college professors feel like students sometime use their lectures as a quiet place to fool around or get other work done (see sidebar), then what chance do K–12 teachers have of getting—and keeping—25 students on task?Teachers in Pennsylvania use classroom management software (a small software download) to keep control. Murray says this program allows teachers to take complete control of each laptop if they want, pushing out their lesson to each screen, blocking all work with a single button, and even using the pcs as glorified personal response devices.
  • The last big hurdle to make this policy a reality in more districts is one that can’t be cleared with a simple software program. It is instilling the idea that teachers will no longer be the dominant information delivery for each class.
  • “How do you get teachers prepared to teach in a classroom where everyone is a teacher?
  • “Professional development is key. We have instructional technology specialists at every school. These folks are not the fix-it people but certified teachers [usually from that same building]. It’s a peer.”
  • “There’s an explosion of social activities” that computers enable, Murray says,  from talking with people worldwide to keeping in touch with like-minded groups through Twitter to having students take virtual field trips halfway around the world, or just down the street. Science students can do an online dissection with step-by-step analysis, or math problems where a simulation can help illustrate a difficult-to-grasp concept, he adds.
  • Teachers need to think about teaching in a different way,” he says. “If you’re doing that, a lot of these [problems] go away.”
  • Having kids bring in their own computers can help bring 1:1 a lot closer to reality, especially in poorer districts. Klingler says Forsyth can channel its existing computer stock to students without personal computers and help reduce tech disparity.
  • While his state’s Classrooms for the Future program brought 550 pcs into the district, the technology coordinator realizes he won’t have the funding needed to replace these machines in three or four years.
  • “The cell phone is their thing,” Walery says. “Communication is the main [goal]. They constantly text back and forth.”
  • Forsyth has even looked into using Sony Playstation handhelds in class, noting that they have a “decent Web browser.”“We want to support whatever kids bring in,” he adds.
  • “It’s much more likely in a few years all students will have their own smartphones,” he says.
  • Barbara Lindsey on 19 Dec 08
     
    How 1-1 is changing as students ask to bring in their own laptops
Barbara Lindsey

Top News - Jr. colleges outpace 4-year schools in tech use - 0 views

www.eschoolnews.com/...top-news

higher ed technology integration

shared by Barbara Lindsey on 09 Dec 08 - Cached
  • Overall, U.S. colleges and universities are only half way to realizing the 21st-century campus, a new survey suggests
  • In a recent survey on technology integration in higher education, community colleges actually scored slightly higher than four-year institutions.
  • U.S. colleges and universities are only half way to fulfilling their potential for 21st-century teaching and learning, according to CDW-G's "21st-Century Campus" report. Only a third of professors said technology is fully integrated into the higher-educational experience, and although 63 percent of students said they use technology to prepare for their classes, just 24 percent said they use it during class.
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  • College faculty and IT staff agreed that a lack of technology know-how among professors is the biggest barrier to technology integration on campus. Although 85 percent of faculty members said their institutions provide some kind of technology training, 44 percent nevertheless said their biggest challenge is knowing how to use technology in their teaching.
  • But community colleges also lag in certain areas, the index suggests--including using social-networking tools to enhance faculty-student interaction and giving students access to their computer networks off campus.
Barbara Lindsey

The Way We'll Be - 0 views

www.zogby.com/...Readreviews.cfm

distance learning survey education

shared by Barbara Lindsey on 01 Dec 08 - Cached
  • a prominent pollster, John Zogby, says in a book being released on Tuesday that it won’t be long before American society takes to distance education as warmly as it has embraced game-changing innovations like microbrewed beers, Flexcars, and “the simple miracle of Netflix.”
  • The factor that will close that “enthusiasm gap” is the growing use of distance education by well-respected universities, Mr. Zogby predicts in the book, The Way We’ll Be: The Zogby Report on the Transformation of the American Dream (Random House).
  • Mr. Zogby says polls detect signs of society’s emerging resistance to big institutions, and its de-emphasis on things and places. “We’re redefining geography and space,” he says — and a widening acceptance of online education is part of that trend.
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  • “There’s a sense that those who define the standard haven’t caught on yet,” he said.
  • His polling also points to other challenges that colleges will face as they race to serve a worldwise generation of 18-to-29-year-olds that Mr. Zogby calls “First Globals.”
  • Only 27 percent of respondents agreed that “online universities and colleges provide the same quality of education” as traditional institutions. Among those 18 to 24 years old, only 23 percent agreed.
  • An even greater proportion of those polled said it was their perception that employers and academic professionals thought more highly of traditional institutions than online ones.
  • Yet in another national poll in December 2007, conducted for Excelsior College, 45 percent of the 1,004 adults surveyed believed “an online class carries the same value as a traditional-classroom class,” and 43 percent of 1,545 chief executives and small-business owners agreed that a degree earned by distance learning “is as credible” as one from a traditional campus-based program.
  • As with changing perceptions about other cultural phenomena, “these paradigm shifts really are moving at lightning speed.”
  • Mr. Zogby also highlights the emerging influence of the First Globals, whom his book calls “the most outward-looking and accepting generation in American history.” First Globals, he says, are more socially tolerant and internationally aware.
  • First Globals, he writes, who are shaping what he says is nothing short of a “fundamental reorientation of the American character away from wanton consumption and toward a new global citizenry in an age of limited resources.”
Barbara Lindsey

Class Struggle - When teachers reject the Internet - 0 views

voices.washingtonpost.com/...teachers_reject_the_inter.html

technology teachers

shared by Barbara Lindsey on 25 Dec 09 - Cached
  • Barbara Lindsey on 25 Dec 09
     
    Comments are more revealing than post itself.
Barbara Lindsey

A New Diigo Vision and Call for Advice: On Students Teaching China to the West at Beyon... - 0 views

beyond-school.org/...nts-teaching-china-to-the-west

courseware cms ning students burrell

shared by Barbara Lindsey on 25 Dec 09 - Cached
  • But before doing any of that, I'm going to assign the final exam essay questions in the first week of class, and have the students Diigo the hell out of our readings and forums on Ning for the rest of the course in order to arrive at their "answers."
Barbara Lindsey

Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDUC... - 0 views

www.educause.edu/...162420

seelybrown openeducation educause

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  • The most profound impact of the Internet, an impact that has yet to be fully realized, is its ability to support and expand the various aspects of social learning. What do we mean by “social learning”? Perhaps the simplest way to explain this concept is to note that social learning is based on the premise that our understanding of content is socially constructed through conversations about that content and through grounded interactions, especially with others, around problems or actions. The focus is not so much on what we are learning but on how we are learning.5
  • The openness of Wikipedia is instructive in another way: by clicking on tabs that appear on every page, a user can easily review the history of any article as well as contributors’ ongoing discussion of and sometimes fierce debates around its content, which offer useful insights into the practices and standards of the community that is responsible for creating that entry in Wikipedia. (In some cases, Wikipedia articles start with initial contributions by passionate amateurs, followed by contributions from professional scholars/researchers who weigh in on the “final” versions. Here is where the contested part of the material becomes most usefully evident.) In this open environment, both the content and the process by which it is created are equally visible, thereby enabling a new kind of critical reading—almost a new form of literacy—that invites the reader to join in the consideration of what information is reliable and/or important.
  • viewing learning as the process of joining a community of practice reverses this pattern and allows new students to engage in “learning to be” even as they are mastering the content of a field. This encourages the practice of what John Dewey called “productive inquiry”—that is, the process of seeking the knowledge when it is needed in order to carry out a particular situated task.
  • ...14 more annotations...
  • A very different sort of initiative that is using technology to leverage social learning is Digital StudyHall (DSH), which is designed to improve education for students in schools in rural areas and urban slums in India.
  • many students in the United States and in many other parts of the world are already involved with online social networks that include their friends. John King, the associate provost of the University of Michigan, has attempted to bring attention to this phenomenon by asking how many students are being taught each year by his institution. Although about 40,000 students are enrolled in classes on the university’s campus in Ann Arbor, King believes that the actual number of students being reached by the school today is closer to 250,000.13
  • Through these continuing connections, the University of Michigan students can extend the discussions, debates, bull sessions, and study groups that naturally arise on campus to include their broader networks. Even though these extended connections were not developed to serve educational purposes, they amplify the impact that the university is having while also benefiting students on campus.14 If King is right, it makes sense for colleges and universities to consider how they can leverage these new connections through the variety of social software platforms that are being established for other reasons.
  • Hands-On Universe (HOU) is also designed to promote collaborative learning in astronomy (http://www.handsonuniverse.org). Based at the Lawrence Hall of Science, University of California, Berkeley, HOU invites students to request observations from professional observatories and provides them with image-processing software to visualize and analyze their data, encouraging interaction between the students and scientists. According to Kyle Cudworth, the science director at Yerkes Observatory, which is part of the HOU network: “This is not education in which people come in and lecture in a classroom. We’re helping students work with real data.”16
  • the emphasis is on building a community of students and scholars as much as on providing access to educational content.
  • longtail
  • The power of peer review had been brought to bear on the assignments
  • The site serves as an apprenticeship platform for students by allowing them to observe how scholars in the field argue with each other and also to publish their own contributions, which can be relatively small—an example of the “legitimate peripheral participation” that is characteristic of open source communities. This allows students to “learn to be,” in this instance by participating in the kind of rigorous argumentation that is generated around a particular form of deep scholarship. A community like this, in which students can acculturate into a particular scholarly practice, can be seen as a virtual “spike”: a highly specialized site that can serve as a global resource for its field.
  • An example of such a practicum is the online Teaching and Learning Commons (http://commons.carnegiefoundation.org/) launched earlier this year by the Carnegie Foundation for the Advancement of Teaching.
  • The Commons is an open forum where instructors at all levels (and from around the world) can post their own examples and can participate in an ongoing conversation about effective teaching practices, as a means of supporting a process of “creating/using/re-mixing (or creating/sharing/using).”20
  • We are entering a world in which we all will have to acquire new knowledge and skills on an almost continuous basis.
  • Light discovered that one of the strongest determinants of students’ success in higher education—more important than the details of their instructors’ teaching styles—was their ability to form or participate in small study groups. Students who studied in groups, even only once a week, were more engaged in their studies, were better prepared for class, and learned significantly more than students who worked on their own.6
  • We need to construct shared, distributed, reflective practicums in which experiences are collected, vetted, clustered, commented on, and tried out in new contexts.
  • We now need a new approach to learning—one characterized by a demand-pull rather than the traditional supply-push mode of building up an inventory of knowledge in students’ heads.
Barbara Lindsey

7 Things You Should Know About Next-Generation Presentation Tools | EDUCAUSE - 0 views

www.educause.edu/...194558

presentation nextgen tools nectfl10

shared by Barbara Lindsey on 19 Jan 10 - Cached
  • Barbara Lindsey on 19 Jan 10
     
    New kinds of electronic tools are emerging that allow instructors to craft presentations that more closely reflect new approaches to teaching and learning. For instance, many of these tools allow collaboration between multiple authors, and some use nonlinear branching or sequencing so that class discussion can guide the presentation. Presentation tools based on new models of representing information also encourage instructors to rethink learning activities in ways that can improve learning. These tools might also bring about a more thorough merging of in-person and remote classroom audiences.
Barbara Lindsey

Ustream is Duke's Latest Venture in Online Communication - 0 views

news.duke.edu/...ustream.html

ustream higher ed communication

shared by Barbara Lindsey on 14 Sep 09 - Cached
  • "By making its inaugural higher education partnership with Duke, Ustream aims to help empower educational experiences across physical and financial boundaries,” said John Ham, Ustream’s chief executive officer. “We look forward to enabling Duke professors to reach students across the globe."
  • “Duke has a strong commitment to sharing its knowledge and expertise to serve society,” said Michael Schoenfeld, vice president for public affairs and government relations at Duke. “We’re using a growing number of new media platforms to invite the public to participate in the debates that animate our campus, on issues ranging from health care to foreign policy. These new services and programs make it possible for our faculty to connect with audiences around the world.”
Barbara Lindsey

TeachPaperless: The Five Minute Twitter Verb Crunch Drill - 1 views

teachpaperless.blogspot.com/...twitter-verb-crunch-drill.html

languages twitter diigo practice groupwork

shared by Barbara Lindsey on 14 Oct 09 - Cached
  • Barbara Lindsey on 14 Oct 09
     
    Gives example of whole class Latin verb parsing using Diigo, Twitter and Twitterfall. Extension: resultant work used as review/homework guide.
Barbara Lindsey

I want to Skype with a class from another country, help! - Twitter for Teachers - 0 views

twitterforteachers.wetpaint.com/...ss+from+another+country,+help!

skype languages countries students

shared by Barbara Lindsey on 17 Oct 09 - Cached
  • Barbara Lindsey on 17 Oct 09
     
    Was the hottest topic for the week of October 11th. Five responses.
Barbara Lindsey

Philosophy | Intrepid Teacher - 0 views

intrepidteacher.edublogs.org/philosophy

educator blogger Qatar international

shared by Barbara Lindsey on 01 Oct 09 - Cached
  • The 21st century classroom must be a place to network, to create, to publish, to share.
  • The new classroom does not integrate technology into an outdated curriculum, but rather infuses technology into the daily performance of classroom life.
  • In this new classroom, the teacher is not the sole expert or the only source of information, but rather the teacher is the lead member of a network—guiding and facilitating as students search for answers to questions they have carefully generated.
  • ...4 more annotations...
  • It is important to note that some students may be quietly sitting in the corner engrossed in an old fashioned text.
  • Daily and total access to computers allows students to realize that technology is not something they “do” when they go to the lab or when the teacher has checked out the laptop cart, but rather technology is something they can use everyday in class to help themselves learn.
  • In this new classroom, students will begin to understand that their computer is not simply a novelty to take notes with, but it is their binder, their planner, their dictionary, their journal, their photo album, their music archive, their address book.
  • tudents will begin to understand that their computer is not simply a novel
  • Barbara Lindsey on 01 Oct 09
     
    Outstanding teaching philosophy that gets at the heart of how and why technology should be used in learning.
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