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Barbara Lindsey

"Using Virtual Worlds to get students to think in full sentences" submitted by Dr. Mich... - 0 views

www.rezed.org/...show

secondlife education

shared by Barbara Lindsey on 21 Oct 08 - Cached
  • Dr. Michael N. DeMers New Mexico State University Room 118 Breland Hall MSC MAP, P.O. Box 30001 Las Cruces, New Mexico, 88011 USA Email Address: - demers01@gmail.com Phone Number: - (575) 496-5231
  • After the surprise of learning that the students wanted to use SL for a study group, I was amazed at the consistency of attendance. The students and I would gather every sunday evening for 60 to 90 minutes to review PowerPoint slides they had selected and I displayed in-world using a whiteboard. This worked so well because the students could get together without having to travel at all.
  • During the review sessions I did the following. 1. Required text (no voice was allowed). 2. Displayed the frames the students themselves selected from the f-2-f lecture as ones they were having difficulty with. 3. Asked them to review the slides before showing 4. Put up the slides and employed the Socratic Method and asked them to describe and verbally explain things. The result of using text only was utterly astonishing. I did it at first because some didn't have the equipment. Later, I discovered, that requiring the students to "write out" their answers in full sentences was a wonderful preparation for the essay exams. Prior to this I was always frustrated that the students seemed to know the material, displayed the "aha" reaction, but did terribly on the exams because they weren't thinking in full sentences and paragraphs during the lecture. In Second Life they had to think in the same terms in which the exams would be given. It was fabulous. Their exam scores showed the improvement as well.
  • Barbara Lindsey on 21 Oct 08
     
    An interesting resource for our last class meeting
Barbara Lindsey

Using Twitter for Language Study « IdeaLogues - 0 views

idealogues.wordpress.com/...ing-twitter-for-language-study

languages learning2.0 twitter

shared by Barbara Lindsey on 10 Oct 08 - Cached
  • So how do you find non-English-writing Twits? Serendipity:  Search Twitter for a term you’re interested in, see who’s talking about it.  For example, I searched for “Dokdo,” hoping to learn more about the controversy between Japan and South Korea over the islands known as Dokdo in Korean and Takeshima in Japanese, and found Mojin, a Japanese Twit I now follow. Twitter Search’s Advanced Search Page:  Select the language you want, put in words you’re interested in, and see what you get.  Note that for Japanese I’ve found it to be a little difficult to use actual Japanese words for some reason… Use FriendFeed’s Rooms to find interesting Twits in your target language.  Here’s a Japanese Room I belong to; here’s a Japanese News Room, although more of the links are in English. Search the followers and followings of a Twit you like.  For example, I like the NHK (Japan’s version of PBS or BBC) Twitter feed, and have found some interesting Twits to follow from the list of who NHK follows.
Barbara Lindsey

UMW New Media Toolkit » ACCS 2009 - 0 views

toolkit.umwblogs.org/accs2009

cms webct blackboard student-centered

shared by Barbara Lindsey on 23 Mar 09 - Cached
  • While I applaud these innovations as good steps in the right direction, there remain fundamental flaws with Blackboard’s (and virtually every other CMS provider’s) underlying infrastructure. For all of the new window dressing, Blackboard remains first and foremost a semester-based, content-delivery oriented, course management system. The software is not (at least noticeably) evolving to become a student-centered learning management system. And while the addition of wikis and blogs inside the Blackboard system is as welcome improvement, there is still little or no integration between student learning tools “inside the moat” and outside of it “in the cloud.
  • Probably the most significant development in the last ten years for the new direction of Personal Learning Networks has been the deployment of Really Simple Syndication (RSS) – that allowed content creators to syndicate their writings and other creations. Using RSS feed readers, web users do not go to web pages or search for content, but rather, subscribe to RSS feeds and let the content come to them.
  • I am reminded of Franz Kafka’s “An Old Manuscript,” an account of a nomadic army arriving in an imperial city. The nomads arrive suddenly, surprising the urban population and appearing without warning in city streets, markets, libraries, and homes. Kafka’s tale focuses on the incomprehension of the city-dwellers, as well as on their dogged willingness to attempt living life as if the nomads simply weren’t there. The story charts their progressive decay and their slipping grasp on reality while the nomads build a new civilization literally in their front yard. It’s a very funny story, in Kafka’s unique way, but of course it’s also a cautionary tale, especially for those of us in higher education. At colleges and universities around the world, the nomadic swarms are already arriving.
  • Barbara Lindsey on 23 Mar 09
     
    While I applaud these innovations as good steps in the right direction, there remain fundamental flaws with Blackboard's (and virtually every other CMS provider's) underlying infrastructure. For all of the new window dressing, Blackboard remains first and foremost a semester-based, content-delivery oriented, course management system. The software is not (at least noticeably) evolving to become a student-centered learning management system. And while the addition of wikis and blogs inside the Blackboard system is as welcome improvement, there is still little or no integration between student learning tools "inside the moat" and outside of it "in the cloud.
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

We the Media - 2. The Read-Write Web (by Dan Gillmor) - 0 views

www.authorama.com/we-the-media-3.html

2.0 read_write web

shared by Barbara Lindsey on 29 Sep 08 - Cached
  • Barbara Lindsey on 29 Sep 08
     
    In the past 150 years we've essentially had two distinct means of communication: one-to-many (books, newspapers, radio, and TV) and one-to-one (letters, telegraph, and telephone). The Internet, for the first time, gives us many-to-many and few-to-few communications. This has vast implications for the former audience and for the producers of news because the dif ferences between the two are becoming harder to distinguish.
Barbara Lindsey

Weblogg-ed - 0 views

weblogg-ed.com

weblogg paperless cloud_computing

shared by Barbara Lindsey on 13 Nov 08 - Cached
  • “What do we do now?” by saying “Well, first off, it’s a shame that the collective experience of the people in this room is about to walk off in two hundred different directions without any way to share and reflect on the thinking they’ve been doing all day. Next year, no paper.”
    • Barbara Lindsey
      Barbara Lindsey on 13 Nov 08
       
      Hard habit to break.
  • but I continue to find myself more and more eschewing paper of just about any kind in my life. My newspaper/magazine intake is down to nearly zero, every note I take is stored somewhere in the cloud via my computer or iPhone, I rarely write checks, pay paper bills or even carry cash money any longer, and I swear I could live without a printer except for the times when someone demands a signed copy of something or other.
  • On preservice preparation for new teachers: “Universities a at the core of the problem; there’s nothing more conservative than schools of education.”
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  • Scott Leslie, whose post “planning to share versus just sharing”
  • So here is the money question: What two things (and only two) would you tell educational leaders are the most important steps they can take to lead change today? I got that one from a professor at Oakland University last week, and after pausing for what seemed like an excruciatingly long time, I answered “build a learning network online, and make your learning as transparent as possible for those around you.” And while I really think the first part of that answer would make sense to most leaders out there, I think the second would have them running for the hills.
Barbara Lindsey

The New Socialism: Global Collectivist Society Is Coming Online - 0 views

www.wired.com/...nep_newsocialism

web2.0 socialism

shared by Barbara Lindsey on 30 Dec 09 - Cached
  • In his 2008 book, Here Comes Everybody, media theorist Clay Shirky suggests a useful hierarchy for sorting through these new social arrangements. Groups of people start off simply sharing and then progress to cooperation, collaboration, and finally collectivism. At each step, the amount of coordination increases. A survey of the online landscape reveals ample evidence of this phenomenon.
  • Second, other users benefit from an individual's tags, bookmarks, and so on. And this, in turn, often creates additional value that can come only from the group as a whole. For instance, tagged snapshots of the same scene from different angles can be assembled into a stunning 3-D rendering of the location. (Check out Microsoft's Photosynth.) In a curious way, this proposition exceeds the socialist promise of "from each according to his ability, to each according to his needs" because it betters what you contribute and delivers more than you need.
  • Instead of money, the peer producers who create the stuff gain credit, status, reputation, enjoyment, satisfaction, and experience.
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  • The largely unarticulated but intuitively understood goal of communitarian technology is this: to maximize both individual autonomy and the power of people working together. Thus, digital socialism can be viewed as a third way that renders irrelevant the old debates.
  • Hybrid systems that blend market and nonmarket mechanisms are not new. For decades, researchers have studied the decentralized, socialized production methods of northern Italian and Basque industrial co-ops, in which employees are owners, selecting management and limiting profit distribution, independent of state control. But only since the arrival of low-cost, instantaneous, ubiquitous collaboration has it been possible to migrate the core of those ideas into diverse new realms, like writing enterprise software or reference books.
  • The increasingly common habit of sharing what you're thinking (Twitter), what you're reading (StumbleUpon), your finances (Wesabe), your everything (the Web) is becoming a foundation of our culture. Doing it while collaboratively building encyclopedias, news agencies, video archives, and software in groups that span continents, with people you don't know and whose class is irrelevant—that makes political socialism seem like the logical next step.
Barbara Lindsey

Career U. - Making College 'Relevant' - NYTimes.com - 0 views

www.nytimes.com/...03careerism-t.html

highered curriculum relevance

shared by Barbara Lindsey on 02 Jan 10 - Cached
  • Dr. Coleman says she had an “aha” moment five years ago, when the director of admissions was describing the incoming class and noted that 10 percent — some 600 students — had started a business in high school.
  • “We believe that we do our best for students when we give them tools to be analytical, to be able to gather information and to determine the validity of that information themselves, particularly in this world where people don’t filter for you anymore,” Dr. Coleman says.
  • There’s evidence, though, that employers also don’t want students specializing too soon. The Association of American Colleges and Universities recently asked employers who hire at least 25 percent of their workforce from two- or four-year colleges what they want institutions to teach. The answers did not suggest a narrow focus. Instead, 89 percent said they wanted more emphasis on “the ability to effectively communicate orally and in writing,” 81 percent asked for better “critical thinking and analytical reasoning skills” and 70 percent were looking for “the ability to innovate and be creative.”
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  • Companies are demanding more of employees. They really want them to have a broad set of skills.”
  • But the major isn’t nearly as important as the toolbox of skills you come out with and the experiences you have.”
  • Barbara Lindsey on 02 Jan 10
     
    Changing course offerings and foci in American unis over the past decade or more.
Barbara Lindsey

How the E-Book Will Change the Way We Read and Write - WSJ.com - 0 views

online.wsj.com/...SB123980920727621353.html

ebooks reading literacy knowledge

shared by Barbara Lindsey on 29 Apr 09 - Cached
  • Barbara Lindsey on 29 Apr 09
     
    The World of Ideas
Barbara Lindsey

Ending the semester, Lessons Learned (Part 4: Assessment) | Language Lab Unleashed! - 0 views

www.languagelabunleashed.org/...sons-learned-part-4-assessment

assessment student-centered student-created sawhill

shared by Barbara Lindsey on 30 Jul 09 - Cached
  • I see teaching as constantly re-tooling, tweaking, re-evaluating, scrapping, starting over.
  • One of my goals for this class (and for me) was to see what student-centered assessment would look like in a conversation class. I took a big leap and gave the reigns over to them. The content of the class and flow of the class was based on their interested and idea. They were there because they had personal goals that needed to be acknowledged and realized… or at least approximated.
  • What would happen if I felt they didn’t merit the grade they said they did? what if they all wanted an A+?
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  • This is what I asked each student to do: 1) create a series of three goals or metas, one progressively more complex than the other, and each building upon the other, that were to be accomplished his term. The first goal was to be done by the end of March, the second by the end of April, the third maybe by the end of the term…but probably not. 2) create a series of tasks that s/he felt would lead to realizing those goals. 3) blog about about his or her progress at least 2 times per week 4) At the end of the term: write up a final self assessment (in English or in Spanish), reflecting upon the progress completed, including the work done in class that would contribute to these goals, and assign a grade for the term. The students needed to evidence of their progress as a way of justifying their chosen grade. CAVEAT: If the grade s/he chose was lower than one than I would have selected, they would get my grade and an explanation. If the grade was higher, we would continue the conversation and try to see what it was that I was missing. I was willing to be (and wanted to be!) swayed, given that this was the student’s assessment of his/her personal learning goals in Spanish.
  • Some (but very few indeed) met ALL of their goals. Almost all acknowledged that they had set up unrealistic expectations for themselves (in terms of how much they could get done in a semester) and many used their self assessment as a way to set up future goals for their language growth. (Exactly the kinda thing you hope to see happen…learning extending beyond the limits imposed by the classroom).
  • A shy, timid young man, he did not mention in his evaluation the class discussion he led, and managed, and blogged about at the end of the term… nor did he see how any of this was helping him move towards his most lofty goal…to be able to travel with friends in Spain and to be able to communicate with ease and without anxiety.
  • It pains me to read this, but not because of the critiques she makes about me, the tools, or the class. It pains me because Edie passed on an opportunity to try something new, experiment, take a calculated risk…all things she will eventually have to do when she travels in another culture. It’s sad because she was the only student who did not “let go” of something during the semester and instead just held on tight to how she wanted this class to be, vs how it really, truly was. Unstructured to her meant undirected. Allowing the group to decide the flow of the class frustrated her, because the cadence of the class was not one that was controlled by the teacher and therefore predictable
  • In the end, she presented me with a chart that logged over 40 hours of Skype conversations with a native speaker she eventually found, and 110 pages (!) of chat transcripts with others with whom she tried to make regular contact. In class, as a result of her out of class experiences, she became more involved and engaged, eventually leading a class discussion about her interests in music, but doing so such that it wove itself in with the topic the class was discussing that week.
Barbara Lindsey

Obama and Higher Education - Romance and Reality - HigherEd Careers - HigherEdJobs.com - 0 views

www.higheredjobs.com/...interviews.cfm

higher ed funding education tenure

shared by Barbara Lindsey on 01 May 09 - Cached
  • I don't expect direct subsidies for education will matter generally - especially in the humanities. Investments in science, technology, and health care will boost large research universities that depend on grants. The next 8 years will be good to scientists at MIT, Cal Tech, and Johns Hopkins, among others. Better to be a "real" scientist than a "social" scientist.
  • Faculty should expect less and less security. Major universities have been shifting away from tenured faculty toward lecturers - and that may well be a good trend. Lecturers tend to be closer to the "real world," which comes along with more practical skills. Likewise, growth in higher education will be greater in community and technical colleges. Job security there is directly related to performance - not tenure. We may, thankfully, be moving toward more accountability for teachers and less security for the dead wood among our faculties.
  • If you're looking for innovation and change in higher education , take a train to your state capitol building. Avoid that flight to DC.
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  • At Harvard, we're seeing fewer hires because of the economy, but when we do make hires, we're looking for cross-disciplinary scholars.
  • for my students I ask them to write skill-based resumes. Their job histories should be downplayed and woven into the skills they can bring to employers.
  • For other professors, I've seen a lot of my colleagues come and go from here. Those who have been successful (either at Harvard or at their next jobs) understand that their learning only begins when they get a Ph.D. Some of my friends from graduate school thought they had reached some "finish line" when they got their doctorates. That's crazy. That's the starting line. Scholars who have successful careers diversify their skills and interests. They keep up with journals while also trying to become more "public intellectuals." I think of it this way: even though we're not in a Ph.D. program any longer, we should imagine ourselves getting a new Ph.D. every six years. We're not just in the "teaching business," we're in the "learning business." As the world changes, we need to, too.
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.
  • ...7 more annotations...
  • 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.
Barbara Lindsey

Shirky: Ontology is Overrated -- Categories, Links, and Tags - 1 views

www.shirky.com/...ontology_overrated.html

ontology tagging web2.0 categorization shirky

shared by Barbara Lindsey on 31 Mar 09 - Cached
  • what we're seeing when we see the Web is actually a radical break with previous categorization strategies, rather than an extension of them.
  • The Filtering is Done Post Hoc - There's an analogy here with every journalist who has ever looked at the Web and said "Well, it needs an editor." The Web has an editor, it's everybody. In a world where publishing is expensive, the act of publishing is also a statement of quality -- the filter comes before the publication. In a world where publishing is cheap, putting something out there says nothing about its quality. It's what happens after it gets published that matters. If people don't point to it, other people won't read it. But the idea that the filtering is after the publishing is incredibly foreign to journalists.
  • It's all dependent on human context. This is what we're starting to see with del.icio.us, with Flickr, with systems that are allowing for and aggregating tags. The signal benefit of these systems is that they don't recreate the structured, hierarchical categorization so often forced onto us by our physical systems. Instead, we're dealing with a significant break -- by letting users tag URLs and then aggregating those tags, we're going to be able to build alternate organizational systems, systems that, like the Web itself, do a better job of letting individuals create value for one another, often without realizing it.
Barbara Lindsey

Paly Voice - Home - 0 views

voice.paly.net

student-created writing authentic authenticlearning

shared by Barbara Lindsey on 14 Oct 09 - Cached
  • Barbara Lindsey on 14 Oct 09
     
    Palo Alto High School Online Journalism Site. Excellent example of authentic student work.
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