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Barbara Lindsey

The Role of Classrooms and the iSchool Initiative in the 21st Century - The iSchool Ini... - 0 views

ischoolinitiative.ning.com/...the-role-of-classrooms-and-the

ischool travisallen mobile learning

shared by Barbara Lindsey on 10 Jun 10 - Cached
  • Technology also increases the teacher's ability to target different learning styles simultaneously. If a student feels that he or she did not get a full understanding of the day's material, they can then access that same information from many angles, get different perspectives, and have it explained in different ways.
  • In the past, the classroom, and perhaps some books, were the student's only access to knowledge. Now, with continuous, seamless, instant access to all knowledge; the classroom must become a knowledge refiner, and integrate its self into this continuous stream of information.
  • Barbara Lindsey on 10 Jun 10
     
    Technology also increases the teacher's ability to target different learning styles simultaneously. If a student feels that he or she did not get a full understanding of the day's material, they can then access that same information from many angles, get different perspectives, and have it explained in different ways.
Barbara Lindsey

Philosophy | Intrepid Teacher - 0 views

intrepidteacher.edublogs.org/philosophy

educator blogger Qatar international

shared by Barbara Lindsey on 01 Oct 09 - Cached
  • The 21st century classroom must be a place to network, to create, to publish, to share.
  • The new classroom does not integrate technology into an outdated curriculum, but rather infuses technology into the daily performance of classroom life.
  • In this new classroom, the teacher is not the sole expert or the only source of information, but rather the teacher is the lead member of a network—guiding and facilitating as students search for answers to questions they have carefully generated.
  • ...4 more annotations...
  • It is important to note that some students may be quietly sitting in the corner engrossed in an old fashioned text.
  • Daily and total access to computers allows students to realize that technology is not something they “do” when they go to the lab or when the teacher has checked out the laptop cart, but rather technology is something they can use everyday in class to help themselves learn.
  • In this new classroom, students will begin to understand that their computer is not simply a novelty to take notes with, but it is their binder, their planner, their dictionary, their journal, their photo album, their music archive, their address book.
  • tudents will begin to understand that their computer is not simply a novel
  • Barbara Lindsey on 01 Oct 09
     
    The 21st century classroom must be a place to network, to create, to publish, to share.
Barbara Lindsey

Fluid Learning | the human network - 0 views

blog.futurestreetconsulting.com/?p=94

mark pesce higher ed technology learning control

shared by Barbara Lindsey on 26 Dec 08 - Cached
  • 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.
  • 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.
  • 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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  • it has made the work of educational administrators exponentially more difficult. Students now talk, up and down the years, via the recorded ratings on the site. It isn’t possible for an institution of higher education to disguise an individual who happens to be a world-class researcher but a rather ordinary lecturer. In earlier times, schools could foist these instructors on students, who’d be stuck for a semester. This no longer happens, because RateMyProfessors.com effectively warns students away from the poor-quality teachers.
  • This one site has undone all of the neat work of tenure boards and department chairs throughout the entire world of academia.
  • The battle for control over who stands in front of the classroom has now been decisively lost by the administration in favor of the students.
  • That knowledge, once pooled, takes on a life of its own, and finds itself in places where it has uses that its makers never intended.
  • If we are smart enough, we can learn a lesson here and now that we will eventually learn – rather more expensively – if we wait. The lesson is simple: control is over. This is not about control anymore. This is about finding a way to survive and thrive in chaos.
  • the shape of things to come. But there are some other trends which are also becoming visible. The first and most significant of these is the trend toward sharing lecture material online, so that it reaches a very large audience.
  • the possibility that some individuals or group of individuals might create their own context around the lectures. And this is where the future seems to be pointing.
  • When broken down to its atomic components, the classroom is an agreement between an instructor and a set of students. The instructor agrees to offer expertise and mentorship, while the students offer their attention and dedication. The question now becomes what role, if any, the educational institution plays in coordinating any of these components. Students can share their ratings online – why wouldn’t they also share their educational goals? Once they’ve pooled their goals, what keeps them from recruiting their own instructor, booking their own classroom, indeed, just doing it all themselves?
  • Why not create a new kind of “Open University”, a website that offers nothing but the kinds of scheduling and coordination tools students might need to organize their own courses?
  • In this near future world, students are the administrators.
  • Now since most education is funded by the government, there will obviously be other forces at play; it may be that “administration”, such as it is, represents the government oversight function which ensures standards are being met. In any case, this does not look much like the educational institution of the 20th century – though it does look quite a bit like the university of the 13th century, where students would find and hire instructors to teach them subjects.
  • The lecturer now helps the students find the material available online, and helps them to make sense of it, contextualizing and informing their understanding. even as the students continue to work their way through the ever-growing set of information. The instructor can not know everything available online on any subject, but will be aware of the best (or at least, favorite) resources, and will pass along these resources as a key outcome of the educational process. The instructor facilitates and mentors, as they have always done, but they are no longer the gatekeepers, because there are no gatekeepers,
  • The classroom in this fungible future of student administrators and evolved lecturers is any place where learning happens.
  • At one end of the scale, students will be able work online with each other and with an lecturer to master material; at the other end, students will work closely with a mentor in a specialist classroom. This entire range of possibilities can be accommodated without much of the infrastructure we presently associate with educational institutions. The classroom will both implode – vanishing online – and explode – the world will become the classroom.
  • Flexibility and fluidity are the hallmark qualities of the 21st century educational institution. An analysis of the atomic features of the educational process shows that the course is a series of readings, assignments and lectures that happen in a given room on a given schedule over a specific duration. In our drive to flexibility how can we reduce the class into to essential, indivisible elements? How can we capture those elements? Once captured, how can we get these elements to the students? And how can the students share elements which they’ve found in their own studies?
  • This is the basic idea that’s guiding Stanford and MIT: recording is cheap, lecturers are expensive, and students are forgetful. Somewhere in the middle these three trends meet around recorded media. Yes, a student at Stanford who misses a lecture can download and watch it later, and that’s a good thing. But it also means that any student, anywhere, can download the same lecture.
  • Every one of these recordings has value, and the more recordings you have, the larger the horde you’re sitting upon. If you think of it like that – banking your work – the logic of capturing everything becomes immediately clear.
  • While education definitely has value – teachers are paid for the work – that does not mean that resources, once captured, should be tightly restricted to authorized users only. In fact, the opposite is the case: the resources you capture should be shared as broadly as can possibly be managed. More than just posting them onto a website (or YouTube or iTunes), you should trumpet their existence from the highest tower. These resources are your calling card, these resources are your recruiting tool.
  • the more something is shared, the more valuable it becomes. You extend your brand with every resource you share. You extend the knowledge of your institution throughout the Internet. Whatever you have – if it’s good enough – will bring people to your front door, first virtually, then physically.
  • Stanford and MIT
  • show a different way to value education – as experience. You can’t download experience. You can’t bottle it. Experience has to be lived, and that requires a teacher.
  • Rather than going for a commercial solution, I would advise you to look at the open-source solutions. Rather than buying a solution, use Moodle, the open-source, Australian answer to digital courseware. Going open means that as your needs change, the software can change to meet those needs. Given the extraordinary pressures education will be under over the next few years, openness is a necessary component of flexibility.
  • Openness is also about achieving a certain level of device-independence.
  • here are many screens today, and while the laptop screen may be the most familiar to educators, the mobile handset has a screen which is, in many ways, more vital. Many students will never be very computer literate, but every single one of them has a mobile handset, and every single one of them sends text messages. It’s the big of computer technology we nearly always overlook – because it is so commonplace. Consider every screen when you capture, and when you share; dealing with them all as equals will help you work find audiences you never suspected you’d have.
  • Yet net filtering throws the baby out with the bathwater. Services like Twitter get filtered out because they could potentially be disruptive, cutting students off from the amazing learning potential of social messaging. Facebook and MySpace are seen as time-wasters, rather than tools for organizing busy schedules. The list goes on: media sites are blocked because the schools don’t have enough bandwidth to support them; Wikipedia is blocked because teachers don’t want students cheating. All of this has got to stop. The classroom does not exist in isolation, nor can it continue to exist in opposition to the Internet. Filtering, while providing a stopgap, only leaves students painfully aware of how disconnected the classroom is from the real world. Filtering makes the classroom less flexible and less responsive. Filtering is lazy.
  • Mind the maxim of the 21st century: connection is king. Students must be free to connect with instructors, almost at whim. This becomes difficult for instructors to manage, but it is vital. Mentorship has exploded out of the classroom and, through connectivity, entered everyday life.
  • Finally, students must be free to (and encouraged to) connect with their peers. Part of the reason we worry about lecturers being overburdened by all this connectivity is because we have yet to realize that this is a multi-lateral, multi-way affair. It’s not as though all questions and issues immediately rise to the instructor’s attention. This should happen if and only if another student can’t be found to address the issue. Students can instruct one another, can mentor one another, can teach one another. All of this happens already in every classroom; it’s long past time to provide the tools to accelerate this natural and effective form of education.
  • Connection is expensive, not in dollars, but in time. But for all its drawbacks, connection enriches us enormously. It allows us to multiply our reach, and learn from the best.
  • learning by listening is proved to be much harder than learning by reading.
  • RateMyProfessors is a good start, and anecdotes about how people use it is interesting, but it has a long long way to go before it comes close to being reliable let alone authoritative.
Barbara Lindsey

Voice in Google Mobile App: A Tipping Point for the Web? - O'Reilly Radar - 0 views

radar.oreilly.com/...-mobile-app-tipping-point.html

webservices reilly cellphones iphone tipping

shared by Barbara Lindsey on 29 Jan 09 - Cached
  • Sensor-based interfaces
  • it's time we realized that the local compute power is a fraction of what's available in the cloud
  • applications that use those sensors both to feed and interact with cloud services
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  • for too long interactions with phones have been based upon our past understanding of human computer interaction. It's analogous to how television was first used to radio plays, where we could watch the people standing around the microphones.
  • actually think the tipping point will come when we have perpetually connected mobile devices,
  • he "Evernet"
  • We are using both the proximity and accelerometer as signals.
  • Sensors (and especially combinations of sensors) are changing not only mobile phones, but also environments and more traditional appliances and consumer electronics as well. And hey, this is what my new O'Reilly Book Designing Gestural Interfaces is all about. http://www.designinggesturalinterfaces.com For an interesting take on a device changing based on how it's held, check out the Bar of Soap project at MIT:
Barbara Lindsey

AdelaideNow... School uses mobile phones as learning tool - 0 views

www.news.com.au/...0,22606,24538923-2682,00.html

mobile_phones language_learning

shared by Barbara Lindsey on 21 Dec 08 - Cached
  • St Johns Grammar is encouraging mobiles as part of an Australian-first trial to promote the benefits of mobile technology in increasing fluency in foreign languages.
  • The Year 10 students, studying Indonesian, are given a mobile each which they use to call up an automated service that guides them through a menu. They choose from conversations about booking a hotel to a menu and are prompted to go through the details in Indonesian. Their answers are uploaded on to a website and get marked on their use of the language.
  • unique trial by the the Government's Le@rning Federation's Mobile Applications for Language Learning project.
Barbara Lindsey

Why Twitter Will Endure - NYTimes.com - 0 views

www.nytimes.com/...03carr.html

twitter NYTimes

shared by Barbara Lindsey on 02 Jan 10 - Cached
  • On Twitter, anyone may follow anyone, but there is very little expectation of reciprocity. By carefully curating the people you follow, Twitter becomes an always-on data stream from really bright people in their respective fields, whose tweets are often full of links to incredibly vital, timely information.
  • imagine knowing what the thought leaders in your industry were reading and considering. And beyond following specific individuals, Twitter hash tags allow you to go deep into interests and obsession: #rollerderby, #physics, #puppets and #Avatar, to name just a few of many thousands.
  • Nearly a year in, I’ve come to understand that the real value of the service is listening to a wired collective voice.
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  • Not that long ago, I was at a conference at Yale and looked at the sea of open laptops in the seats in front of me. So why wasn’t my laptop open? Because I follow people on Twitter who serve as my Web-crawling proxies, each of them tweeting links that I could examine and read on a Blackberry. Regardless of where I am, I surf far less than I used to.
  • The best people on Twitter communicate with economy and precision, with each element — links, hash tags and comments — freighted with meaning. Professional acquaintances whom I find insufferable on every other platform suddenly become interesting within the confines of Twitter.
  • the ethos of Twitter, which is based on self-defining groups, is far more well-mannered than many parts of the Web — more Toastmasters than mosh pit. On Twitter, you are your avatar and your avatar is you, so best not to act like a lout and when people want to flame you for something you said, they are responding to their own followers, not yours, so trolls quickly lose interest.
  • “Anything that is useful to both dissidents in Iran and Martha Stewart has a lot going for it; Twitter has more raw capability for users than anything since e-mail,” said Clay Shirky, who wrote “Here Comes Everybody,” a book about social media. “It will be hard to wait out Twitter because it is lightweight, endlessly useful and gets better as more people use it. Brands are using it, institutions are using it, and it is becoming a place where a lot of important conversations are being held.”
  • I have found transcendent tacos at a car wash in San Antonio, rediscovered a brand of reporter’s notepad I adore, uncovered sources for stories, all just by typing a query into Twitter. All those riches do not come at zero cost: If you think e-mail and surfing can make time disappear, wait until you get ahold of Twitter, or more likely, it gets ahold of you. There is always something more interesting on Twitter than whatever you happen to be working on.
  • As news outlets were scrambling to understand the implications for travelers on Saturday morning, Twitter began lighting up with reports of new security initiatives, including one from @CharleneLi, a consultant who tweeted from the Montreal airport at about 7:30 a.m.: “New security rules for int’l flights into US. 1 bag, no electronics the ENTIRE flight, no getting up last hour of flight.” It was far from the whole story and getting ahead of the news by some hours would seem like no big deal, but imagine you or someone you loved was flying later that same day: Twitter might seem very useful.
Barbara Lindsey

Multimedia & Internet@Schools Magazine - 0 views

www.mmischools.com/...MmisXtra.aspx

media literacy reading education

shared by Barbara Lindsey on 18 Jul 09 - Cached
  • I would argue that postliteracy is a return to more natural forms of multisensory communication—speaking, storytelling, dialogue, debate, and dramatization. It is just now that these modes can be captured and stored digitally as easily as writing. Information, emotion, and persuasion may be even more powerfully conveyed in multimedia formats.
  • Libraries, especially those that serve children and young adults, need to acknowledge that society is becoming postliterate.
  • PL libraries budget, select, acquire, catalog, and circulate as many or more materials in nonprint formats as they do traditional print materials. The circulation policy for all materials, print and nonprint, is similar.2. PL libraries stock, without prejudice, age-appropriate graphic novels and audio books, both fiction and nonfiction, for informational and recreational use.3. PL libraries support gaming for instruction and recreation.4. PL libraries purchase high-value online information resources.5. PL libraries provide resources for patrons to create visual and auditory materials and promote the demonstration of learning and research through original video, audio, and graphics production. They also provide physical spaces for the presentation of these creations.6. PL libraries allow the use of personal communication devices (MP3 players, handhelds, laptops, etc.) and provide wireless network access for these devices.7. PL library programs teach the critical evaluation of nonprint information.8. PL library programs teach the skills necessary to produce effective communication in all formats.9. PL library programs accept and promote the use of nonprint resources as sources for research and problem-based assignments.10. PL librarians recognize the legitimacy of nonprint resources and promote their use without bias.
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  • Culture determines library programs; libraries transmit culture.
  • If we as librarians support and use learning resources that are meaningful, useful, and appealing to our students, so might the classroom teacher.
  • In Phaedrus, Plato decries an "alternate" communication technology:The fact is that this invention will produce forgetfulness in the souls of those who have learned it. They will not need to exercise their memories, being able to rely on what is written, calling things to mind no longer from within themselves by their own unaided powers, but under the stimulus of external marks that are alien to themselves.The Greek philosopher was, of course, dissing the new technology of his day: writing. Plato might well approve of our return to an oral tradition in a digital form. But his quote also demonstrates that sometimes our greatest fears become our greatest blessings.
  • Barbara Lindsey on 18 Jul 09
     
    Thanks to Russel Tarr via Twitter
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.
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  • 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

Technology in the Middle » Blog Archive » In the Classroom: Global Collaboration - 0 views

pwoessner.com/...classroom-global-collaboration

globallyconnectedproj global collaboration students education2.0

shared by Barbara Lindsey on 07 May 09 - Cached
  • Technology also determined how the project would end. Considering I was using the internet for overseas contact, I decided to look domestically for the conclusion. As a result of just a few minutes effort using emails I found three US museums (see below) who agreed to take our class interview projects for safe keeping in their archives. I was overwhelmed by the interest in our work and was amazed when the US National WWII Museum in New Orleans asked to have us provide links and information for their website. In conclusion, some simple email and wiki-site contact with a handful of schools brought the WWII period to life for Midwestern students in the US like nothing else could have.
  • Poland offered vivid stories and images of invasion, concentration camps, and families torn apart, and my students were able examine perspectives that were not to be found in our text book.
  • After blanketing the world with polite requests for collaboration things began shaping up. My 6th graders were set to work with schools in Turkey, Lebanon, and Morocco. My 7th graders were set to work with schools in Germany, Denmark, Japan, the Philippines, and most importantly Junior High #4 in Poland.
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  • My students were involved in two projects. One was collecting and discussing input from around the world on WWII, and the other was interviewing someone in their own life who had a connection to the war. The combination of the two projects proved powerful. The process connected them with friends and family who told amazing stories of their youth, they were able to social network with other students on the other side of the world, and we managed to slip in a good deal of history when they were not looking.
Barbara Lindsey

Harvard University Library : Publications : News : 9/1/09 - 0 views

hul.harvard.edu/...2009_0901.html

Harvard openaccess research

shared by Barbara Lindsey on 03 Sep 09 - Cached
  • Non-faculty researchers and students are already afforded deposit privileges, and DASH will eventually have collection spaces for each of the 10 schools at Harvard.
  • a pro-open-access policy with an "opt out" clause.
  • Each Faculty member grants to the President and Fellows of Harvard College permission to make available his or her scholarly articles and to exercise the copyright in those articles. In legal terms, the permission granted by each Faculty member is a nonexclusive, irrevocable, paid-up, worldwide license to exercise any and all rights under copyright relating to each of his or her scholarly articles, in any medium, and to authorize others to do the same, provided that the articles are not sold for a profit.
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  • Among the many features the DASH development team has added to its DSpace implementation is the ability to link directly from a faculty author's name in DASH search results to his or her entry in Profiles, a research social networking site developed by Harvard Catalyst. Profiles, which provides a comprehensive view of a researcher's publications and connections within the University research community, currently indexes faculty from the medical and public health schools; its developers hope to expand it to include the Faculty of Arts and Sciences and School of Engineering and Applied Sciences in the near future.
  • "DASH is meant to promote openness in general," stated Robert Darnton, Carl H. Pforzheimer University Professor and Director of the University Library. "It will make the current scholarship of Harvard's faculty freely available everywhere in the world, just as the digitization of the books in Harvard's library will make learning accumulated since 1638 accessible worldwide. Taken together, these and other projects represent a commitment by Harvard to share its intellectual wealth."
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

Lift the Cell Phone Ban | Scholastic.com - 0 views

www2.scholastic.com/...article.jsp

mobile classroom

shared by Barbara Lindsey on 15 Sep 09 - No Cached
  • Dolman found they worked perfectly for her classes’ “lit circles,” in which the students divide into smaller groups to discuss different aspects of a particular book. Previously, she found it difficult to monitor each of the different groups simultaneously. But kids who had video functions on their phones could record their discussions then Bluetooth it to Dolman’s phone, and she could watch each individual discussion, without missing a moment.Dolman says such problems like class disruption were minimal.
  • a student could draw a concept map showing the relationship between the processes, create an animation illustrating how it all looks, and write up a text report on what they’ve learned—all centralized on a desktop-like interface on the smartphone’s screen.
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