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Barbara Lindsey

University of Dayton students describe how and why they use social networking applicati... - 0 views

mms/...UDfacebook.wmv

students higher ed facebook social networking

shared by Barbara Lindsey on 26 Mar 09 - No Cached
  • Barbara Lindsey on 26 Mar 09
     
    To what extent do you think it important to discuss these issues with students on a university, college, departmental and class level?
Barbara Lindsey

7 Things You Should Know About QR Codes | EDUCAUSE CONNECT - 0 views

connect.educause.edu/...48210

qr codes educause 7things

shared by Barbara Lindsey on 26 Mar 09 - Cached
  • QR codes are two-dimensional bar codes that can contain any alphanumeric text and that often feature URLs that direct users to sites where they can learn about an object or place (a practice known as “mobile tagging”).
  • The greatest importance of QR codes could lie not in their specific use but in the opportunities they offer for moving away from keyboards as input devices in learning environments.
  • providing on-the-spot access to descriptive language and online resources for objects and locations.
  • Barbara Lindsey on 26 Mar 09
     
    QR codes are two-dimensional bar codes that can contain any alphanumeric text and that often feature URLs that direct users to sites where they can learn about an object or place (a practice known as "mobile tagging").
Barbara Lindsey

Thirty-Eight Interesting Ways* to use Wordle in the Classroom - 0 views

docs.google.com/...view

wordle Barrett classroom

shared by Barbara Lindsey on 19 Oct 09 - Cached
  • Barbara Lindsey on 19 Oct 09
     
    Another of Tom Barrett's great applied examples.
Barbara Lindsey

Web 2.0 fails to excite today's researchers - PUBLISHING 2.0 - Research Information - 0 views

www.researchinformation.info/...feature.php

academic collaboration web 2.0 reluctance

shared by Barbara Lindsey on 10 Nov 09 - Cached
  • The open data movement is about sharing as much of the data as possible, while the open notebook science movement is about sharing as much of the whole primary record as possible. Both of these are focused on enabling others to use the mass of information behind a journal article to inform further research. The web also offers new opportunities for more open peer review, widening the opportunity for those who want to provide and receive feedback on research.
  • Barbara Lindsey on 10 Nov 09
     
    Thanks to a tweet from academicdave
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)
Barbara Lindsey

A Sense of Purpose (EDUCAUSE Review) | EDUCAUSE - 0 views

www.educause.edu/...WeschInterview

wesch educause interview pedagogy

shared by Barbara Lindsey on 01 Dec 09 - Cached
  • Bayne: You are one of the most active practitioners of teaching in the cloud. How can teaching in the cloud foster collaborative learning and collective intelligence?Wesch: I often like to think of the quote from Kevin Kelly, who says: "Nobody is as smart as everybody." That hangs in my head every time I go into a classroom. I look at the classroom. I look at the students. I start to think about who they are. Throughout the semester, I learn more and more about who they are, and it becomes increasingly evident to me that with all the intelligence and life experiences that they have, they are collectively much smarter than I am alone. Then the goal becomes trying to somehow harness all of that. And I think I've finally found the "secret sauce." It basically comes down to approaching the students as collaborators, co producers, co researchers, or whatever you want to call them — but not as students. So you take away that hierarchy.
  • pointing out to them that whatever we do is going to contribute to the real world. We're not just going to be hiding behind the classroom walls and doing our own thing.
  • "What does the world need from us? What can we do?" Given the topic at hand, we start mining the literature, trying to find holes in the literature or debates in the literature, things that we can help resolve, some way that we can contribute to the discourse. The main point is that we do it. It's all about the doing of it. While we're doing this, while we're going out and researching together and learning together, it's almost as if the learning happens accidentally.
  • ...1 more annotation...
  • It struck me the other day when we were in class: we spent the whole class, like we do every class, on the edge of our seats; everybody was leaning forward, brainstorming, trying to solve various problems in our current project. Everybody is deeply engaged in all of it. And at the end of the class, somebody mentioned: "Isn't it funny that we get three credits for this?" I go into this classroom thinking: "This is an exciting research group. We're doing really exciting research right now." It is a class, but you almost forget that it's a class.Bayne: That speaks to a certain sort of naturalism.Wesch: That's exactly what it's about, right? When it's completely real and relevant and when what we're doing matters, the learning becomes authentic and natural. It's so much fun to do that. It creates an environment in which the students themselves are thinking about harnessing collective intelligence, because they also recognize their peers as collaborators.Bayne: Your students tend to work in groups a lot, working as a team. How do you assess individual students?Wesch: To me, the art of encouraging collaboration is like trying to find that balance between assigning individual responsibility and also finding a way to leverage all the individual contributions in a way that the endpoint is greater than the sum of its parts. The way I do that — sort of the secret behind it all — is that even though it looks like group work, every student has his or her own, very specific role and assignment in that group. A lot of that is self-constructed, so that the students are developing their own project within the larger project. That self-guided piece creates more motivation and also ultimately creates a better product, because they know better than I do what their expertise is and how they can contribute.In all of my projects, there is an individually graded piece. Every student keeps his or her own research blog. All of those blogs are aggregated into a single feed that anybody can check out. It becomes like a learning diary. I can see what they've learned and what they've contributed over time. It's the same on the wiki: the wiki is a collaborative tool, but the wiki also tracks exactly what every individual contributes.The final video project that we create will be a fifty-minute documentary, but it will be made up of sixteen projects, each one of which will be about five minutes long. Each will be individually graded. Then I'll pick the best or the most relevant to create the final fifty-minute documentary. So every student walks an individual path while at the same time contributing to the whole.
  • Barbara Lindsey on 01 Dec 09
     
    An interview with Asst. Prof Michael Wesch
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