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Contents contributed and discussions participated by Barbara Lindsey

Barbara Lindsey

From Participation to Creation - 2020 Forecast: Creating the Future of Learning - 0 views

  • The primary story within our last forecast, the 2006 KWF/IFTF Map of Future Forces Affecting Education, was about participation. Specifically, that forecast showed how individuals and groups were taking advantage of participatory media, creating “smart networks” to form groups, and creating value through bottom-up collaboration in “grassroots economies.” Participants were beginning to exchange learning resources, form smart education mobs, and release education from traditional institutions. All this participation was converging with a host of other external forces to effect real changes in the learning enterprise.
  • The 2020 Forecast depicts a set of forces that are pushing us to create the future of learning as an ecosystem, in which we have yet to determine the role of education institutions as we know them today.
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    "The primary story within our last forecast, the 2006 KWF/IFTF Map of Future Forces Affecting Education, was about participation. Specifically, that forecast showed how individuals and groups were taking advantage of participatory media, creating "smart networks" to form groups, and creating value through bottom-up collaboration in "grassroots economies." Participants were beginning to exchange learning resources, form smart education mobs, and release education from traditional institutions. All this participation was converging with a host of other external forces to effect real changes in the learning enterprise."
Barbara Lindsey

Zotero - The Next-Generation Research Tool - 0 views

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    Zotero [zoh-TAIR-oh] is a free, easy-to-use Firefox extension to help you collect, manage, and cite your research sources. It lives right where you do your work - in the web browser
Barbara Lindsey

Interesting Ways | edte.ch - 0 views

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    Great set of presentations showcasing how to use tech tools for classroom learning by Tom Barrett and colleagues around the world. Wonderful example of crowdsourcing.
Barbara Lindsey

Curtis Bonk Course: Web 2.0 and Participatory Learning - 0 views

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    Prof. Bonk's syllabus
Barbara Lindsey

WA Open Educational Resources: It Is About Time: Getting Our Values Around Copyright Right - 0 views

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    Larry Lessig talks about open access and higher education
Barbara Lindsey

WholeChild - 0 views

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    An interview with the author of Catching Up or Leading the Way, Yong Zhao
Barbara Lindsey

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

  • 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.
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  • 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.
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    An interview with Asst. Prof Michael Wesch
Barbara Lindsey

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

  • 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.
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  • 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

K12 Online Conference 2009 | 2009 PRECONFERENCE KEYNOTE:Going Global: Culture Shock, ... - 0 views

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    Kim Cofino's K12 Online Conference 2009 keynote address: Going Global: Culture Shock, Convergence and the Future of Education
Barbara Lindsey

Do as I say…. not as I present. | Language Lab Unleashed! - 0 views

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    Suggestions on how to plan for and use Ustream and related technologies in f2f presentations.
Barbara Lindsey

Pilkerriffic! » Blog Archive » Powering Up With Technology Conference - 0 views

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    Notes on Tony Vincent keynote on how to look at 'cheating' with fresh eyes and new pedagogical response.
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