Contents contributed and discussions participated by Barbara Lindsey
Steve's HR Tech - Journal - An Introduction to Twitter for the HR student - 0 views
The Alexandrine Dilemma | the human network - 0 views
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People were invited to come by and sample the high-quality factual information on offer – and were encouraged to leave their own offerings. The high-quality facts encouraged visitors; some visitors would leave their own contributions, high-quality facts which would encourage more visitors, and so, in a “virtuous cycle”, Wikipedia grew as large as, then far larger than Encyclopedia Britannica.
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It wasn’t the server crash that doomed Britannica; when the business minds at Britannica tried to crash through into profitability, that’s when they crashed into the paywall they themselves established.
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Just a few weeks ago, the European Union launched a new website, Europeana. Europeana is a repository, a collection of cultural heritage of Europe, made freely available to everyone in the world via the Web. From Descartes to Darwin to Debussy, Europeana hopes to become the online cultural showcase of European thought.
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Fluid Learning | the human network - 0 views
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There must be a point to the exercise, some reason that makes all the technology worthwhile. That search for a point – a search we are still mostly engaged in – will determine whether these computers are meaningful to the educational process, or if they are an impediment to learning.
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What’s most interesting about the computer is how it puts paid to all of our cherished fantasies of control. The computer – or, most specifically, the global Internet connected to it – is ultimately disruptive, not just to the classroom learning experience, but to the entire rationale of the classroom, the school, the institution of learning. And if you believe this to be hyperbolic, this story will help to convince you.
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A student about to attend university in the United States can check out all of her potential instructors before she signs up for a single class. She can choose to take classes only with those instructors who have received the best ratings – or, rather more perversely, only with those instructors known to be easy graders. The student is now wholly in control of her educational opportunities, going in eyes wide open, fully cognizant of what to expect before the first day of class.
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Top News - Digital debate: Prepare kids for exams or life? - 0 views
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's only a question of which technology, and of the alignment between technology in the learning situation and in the assessment situation."
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"It's not that we want kids to cheat," Prensky said. "It's that the definitions of learning, cheating, researching, and collaborating are changing right in front of our eyes."
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The ideas about how people find information are very fluid, he added, and that can be seen perhaps most easily in medicine, where medical students and doctors are allowed texts in which to look up the answers to questions--but what is most important is knowing which questions to ask.
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Ultimate Research Assistant - 0 views
One Laptop One Child | Scholastic.com - 0 views
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quietly tell select students about the policy
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“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.”
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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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On Making Sausage (EDUCAUSE Review) | EDUCAUSE CONNECT - 0 views
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Buried within the 1,200 well-intentioned, time- and money-wasting pages are a couple of provisions related to copyright infringement on campus networks.
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The second provision targeting traffic on college and university networks requires all campuses to certify that they (a) have “developed plans to effectively combat the unauthorized distribution of copyrighted material, including through the use of a variety of technology-based deterrents” and (b) “will, to the extent practicable, offer alternatives to illegal downloading or peer-to-peer distribution of intellectual property.”4
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“Infringement of copyrighted works on university networks is a serious issue. However, a Federal policy that promotes or requires filtering will indirectly add to the costs of education and university research, introduce new security and privacy issues, degrade existing rights under copyright, and have little or no lasting impact on infringement of copyrighted works.”6
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Project New Media Literacies - 0 views
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A research initiative based within MIT's Comparative Media Studies Program. It explores how we might best equip young people with the social skills and cultural competencies required to become full participants in an emergent media landscape and raise public understanding about what it means to be literate in a globally interconnected, multicultural world.
Educational Leadership:Giving Students Ownership of Learning:Footprints in the Digital Age - 0 views
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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.
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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.
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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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Top News - This fair-use guide offers copyright shelter - 0 views
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Media and legal experts create a code to help teachers and students understand fair use of copyrighted materials
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Along with these five principles, the code lists common myths about fair use and provides the truth behind these myths. For example, it explains there are no "rules of thumb" for fair use, and that fair use is situational--and context is critical. Also, educators don't always have the last word on fair-use policy.
Top News - This fair-use guide offers copyright shelter - 0 views
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a panel of university professors has developed a "Code of Best Practices in Fair Use for Media Literacy Education."
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The document clarifies how fair use applies to the most common situations where media-literacy educators make use of copyrighted materials in their work. It offers guidance for instructors so they can make informed fair-use judgments
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Created though a partnership among the Media Education Lab at Temple University, the Center for Social Media at American University (AU), and AU's Washington College of Law, with funding from the MacArthur Foundation, the code identifies five principles of consensus about acceptable practices for the fair use of copyrighted materials, wherever and however it occurs: in K-12 schools, higher-education institutions, nonprofit groups that offer media-education programs for children and youth, and adult-education programs.
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Top News - Matrix helps students weigh internet research - 0 views
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Fifty-nine percent of students surveyed said they use online study tools for course work and exam preparation, according to the study, which was conducted by educational publisher Houghton Mifflin. Nearly 900 students were included in the survey. "We're finding that students are increasingly using online study tools in tandem with their textbooks," said Katie Rose, who heads research and marketing for Houghton Mifflin's college division.
Top News - Matrix helps students weigh internet research - 0 views
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a pair of researchers hopes to give students a method for assessing the reliability of material they find on the internet, whether it's in Wikipedia articles, YouTube videos, or blogs.
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The professors' published guideline is formatted as a matrix of questions aimed at helping students decipher what should be used in a research project and what should be ignored. The guide asks if sources are "continuously changeable through repeat performances or revisions," "reviewed by someone with authority or certification prior to publication," and "published and revised by the author." It also prompts students to question if the material was reviewed by other experts in the same profession.
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the end goal is for students to learn how to analyze texts without "pigeonholing the material based on where it was found."
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Top News - Jr. colleges outpace 4-year schools in tech use - 0 views
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To help institutions with its second recommendation, CDW-G is making available a technology assessment template that colleges and universities can download free of charge at www.21stcenturycampusindex.com. Campus leaders can complete the assessment, then enter the data on this web site to find out how they stack up against comparable institutions.
Top News - Jr. colleges outpace 4-year schools in tech use - 0 views
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Overall, U.S. colleges and universities are only half way to realizing the 21st-century campus, a new survey suggests
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In a recent survey on technology integration in higher education, community colleges actually scored slightly higher than four-year institutions.
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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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