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Barbara Lindsey

Dissertation Couros FINAL 06 WebVersion - 0 views

www.scribd.com/...ion-Couros-FINAL-06-WebVersion

dissertation Couros OpenSource education

shared by Barbara Lindsey on 11 Apr 09 - Cached
  • Barbara Lindsey on 11 Apr 09
     
    PhD Dissertation - Examining the Open Movement: Possibilities and Implications for Education web2.0 dissertation opensource socialnetworks Education-Teaching
Barbara Lindsey

Open Subtitles - 0 views

www.avc.com/...open-subtitles.html

subtitles video opensource

shared by Barbara Lindsey on 13 Oct 09 - Cached
  • Barbara Lindsey on 13 Oct 09
     
    Blog post describing how (here seems illegally, if following the letter of the law) the use of opensource media platforms and subtitling can bring world cinema to a wider audience.
Barbara Lindsey

Chinesepod and Connectivism: More connections lead to more learning » Moving ... - 0 views

www.speedofcreativity.org/...ections-leads-to-more-learning

connectivism opensource web 2.0

shared by Barbara Lindsey on 11 Oct 08 - Cached
  • More cognitive and affective experiences lead to more thinking, more synaptic connections, and more learning. To this end, we have sought to leverage guesswork, repetition, stories, context, in-depth discussion, etc, to offer what Siemens might call ’frequency, diversity, and depth of exposure’ to the content. I’ve always maintained that learning is multi-dimensional, and deepened when you approach the subject from different angles.
  • we are connectors, or resources who point learners at key patterns or elements that help strengthen their connection to a piece of information (and emphasize the skill of being able to identify patterns).
  • Teachers do NOT provide digital access to notes and materials, and students are quizzed regularly about the content on which they have taken textual notes to see if this traditional “broadcast/spray model” of learning has been effective. (Or at least if the items included in the quiz have temporarily been stored in short term memory.) We MUST move beyond this traditional “banking model” of education, and I’m convinced the impetus for these changes is NOT coming and is not GOING to come from “inside the system” of traditional education.
  • ...8 more annotations...
  • How many of the teachers we work with on a daily basis understand the foundational elements of connectivisim? VERY, VERY few in my estimation. Why don’t they understand? Because they have not EXPERIENCED connectivisim. It is not enough to show or be told. One must EXPERIENCE the power of networked learning to understand it and appreciate its potentials.
  • blended learning conference event which is K-12 Online.
  • participate and share the upcoming K-12 Online Conference which starts next week with our pre-conference keynote. The conference is free, it’s global, and the co-learners involved (that includes YOU as well as presenters and other participants) are all providing a rich context for experiential, connectivist learning.
  • if your local educational organization agrees, you can even earn professional development credit for your participation and time!
  • we are not limited in our access to expert teachers and co-learners if we want to learn
  • Ken challenges me by thoughtfully connecting his educational practice with learning theories which build on and powerfully extend those which I’ve studied in graduate school.
  • We can take, ourselves, an online blended course on a topic of interest so that we can personally EXPERIENCE and therefore appropriate / claim for ourselves / understand with depth some of the benefits as well as drawbacks of online learning contexts.
  • Blended learning, because it offers the possibility of appropriating best practices from BOTH face-to-face as well as online/virtual learning contexts, can provide greater opportunities for authentic learning and meaningful connections than any other educational modality.
Barbara Lindsey

dspace.org - Home - 0 views

www.dspace.org

OpenAccess opensource

shared by Barbara Lindsey on 25 Mar 09 - Cached
  • Barbara Lindsey on 25 Mar 09
     
    Open source solution for accessing, managing and sharing scholarly research
Barbara Lindsey

About - Livable Streets Initiative - 0 views

www.livablestreets.com/about

global living environment streets livable community opensource

shared by Barbara Lindsey on 13 Jan 10 - Cached
  • Barbara Lindsey on 13 Jan 10
     
    With the majority of the world's 6.5 billion human beings now living in cities, building healthy, livable and affordable urban environments is critical to the mission of today's global environmental movement. The Livable Streets Initiative is an online community for people working to create sustainable cities through sensible urban planning, design, and transportation policy. We provide free, open source, web-based, resources to citizens working to create a greener economy, address climate change, reduce oil dependence, alleviate traffic congestion, and provide better access to good jobs in healthy communities.
Barbara Lindsey

About The Commons | Academic Commons - 0 views

www.academiccommons.org/...about-academic-commons

academic education technology opensource share resource web2.0

shared by Barbara Lindsey on 27 Oct 09 - Cached
  • Barbara Lindsey on 27 Oct 09
     
    With Academic Commons, we seek to form a community of faculty, academic technologists, librarians, administrators, and other academic professionals who will help create a comprehensive web resource focused on liberal arts education. Academic Commons aims
Barbara Lindsey

The Golden Ratio of OER « iterating toward openness - 0 views

opencontent.org/...1146

opensource highered oer

shared by Barbara Lindsey on 01 Dec 09 - Cached
  • many people caught up in the day-to-day vortex of teaching, advising, mentoring, and grading don’t have the spare time to problematize publisher-school power relations, realize the virtue of local control of curriculum materials, or fully appreciate the transformative benefits of transparency.
  • When teachers actively take advantage of the local control provided by OER licensing and engage in substantive adaptation / localization exercises, we can reasonably hypothesize an improvement in student performance.
  • Differences in cost need to be accounted for completely.
  • ...2 more annotations...
  • The appropriate unit for this factor is probably percentage change in the organization’s curriculum spend.
  • That gives us a golden ratio of OER that looks something like: change in performance (as standard deviation) : change in money spent on curriculum (as percentage)
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