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Barbara Lindsey

TeachersFirst: Wiki Walk-Through - 0 views

www.teachersfirst.com/...wiki

education wiki overview examples nectfl08 fall07 actfl07

shared by Barbara Lindsey on 22 Feb 09 - Cached
  • Barbara Lindsey on 22 Feb 09
     
    Great overview, explanation and examples of wikis for educational purposes
Barbara Lindsey

Social Media is Killing the LMS Star - A Bootleg of Bryan Alexander's Lost Presentation... - 0 views

openedconference.org/...1037

bryanalexander socialmedia CMS Web2.0 education methods roml 5395

shared by Barbara Lindsey on 27 Aug 09 - Cached
  • Unfortunately, this margin and that niche don’t map well onto each other, to the extent that education extends beyond single classes and connects with the world.
  • CMSes offer versions of most of these, but in a truncated way. Students can publish links to external objects, but can’t link back in. (In fact, a Blackboard class is a fine place to control access to content for one concerned about “deep linking”) An instructor can assign a reading group consisting of students in one’s class, but no one else. These virtual classes are like musical practice rooms, small chambers where one may try out the instrument in silent isolation. It is not connectivism but disconnectivism.
  • professors can readily built media criticism assignments into class spaces. These experiences are analogous to the pre-digital classroom, and can work well enough. But both refuse to engage with today’s realities, namely that media are deeply shaped by the social. Journaling privately, restricted to an audience not of the writer’s choosing, is unusual.
  • ...19 more annotations...
  • We’ve seen an explosion in computer-mediated teaching and learning practices based on Web 2.0, in variety and scope too broad to summarize here. Think of the range from class blogs to Wikipedia writing exercises, profcasting to Twitter class announcements, mashups and academic library folksonomies and researchers’ social bookmarking subscriptions. CMSes react in the following ways: first, by simply not recapitulating these functions; second, by imitating them in delayed, limited fashions; third, by attempting them in a marginal way (example: Blackboard’s Scholar.com). CMSes are retrograde in a Web 2.0 teaching world.
  • CMSes shift from being merely retrograde to being actively regressive if we consider the broader, subtler changes in the digital teaching landscape. Web 2.0 has rapidly grown an enormous amount of content through what Yochai Benkler calls “peer-based commons production.” One effect of this has been to grow a large area for informal learning, which students (and staff) access without our benign interference.
  • Moreover, those curious about teaching with social media have easy access to a growing, accessible community of experienced staff by means of those very media. A meta-community of Web 2.0 academic practitioners is now too vast to catalogue. Academics in every discipline blog about their work. Wikis record their efforts and thoughts, as do podcasts. The reverse is true of the CMS, the very architecture of which forbids such peer-to-peer information sharing. For example, the Resource Center for Cyberculture Studies (RCCS) has for many years maintained a descriptive listing of courses about digital culture across the disciplines. During the 1990s that number grew with each semester. But after the explosive growth of CMSes that number dwindled. Not the number of classes taught, but the number of classes which could even be described. According to the RCCS’ founder, David Silver (University of San Francisco), this is due to the isolation of class content in CMS containers.
  • If we focus on the copyright issue, then the CMS makes for an apparently adequate shield. It also represents an uncritical acceptance of one school of copyright practice, as it enforces one form of fair use through software. However, it does not open up the question of copyright. Compare, for example, with the Creative Commons option increasingly available to content authors in platforms such as Flickr or WordPress. That experiential, teachable moment of selecting one’s copyright stance is eliminated by the CMS.
  • Another argument in favor of CMSes over Web 2.0 concerns the latter’s open nature.
  • Campuses should run CMSes to create shielded environments,
  • Yet does this argument seem familiar, somehow? It was made during the 1990s, once the first Web ballooned, and new forms of information anxiety appeared. Mentioning this historicity is not intended as a point of style, but to remind the audience that, since this is an old problem, we have been steadily evolving solutions. Indeed, ever since the 20th century we can point to practices – out in the open, wild Web! – which help users cope with informational chaos. These include social sifting, information literacy, using the wisdom of crowds, and others. Such strategies are widely discussed, easily accessed, and continually revised and honed. Most of these skills are not well suited to the walled garden environment, but can be discussed there, of course. Without undue risk of exposure.
  • Put another way, we can sum up the CMS alternative to Web 2.0’s established and evolving pedagogies as a sort of corporate model. This doesn’t refer to the fact that the leading CMS is a business product, produced by a fairly energetic marketplace player. No, the architecture of CMSes recapitulates several aspects of modern business. It enforces copyright compliance. It resembles an intranet, akin to those run by many enterprises. It protects users from external challenges, in true walled garden style. Indeed, at present, radio CMS is the Clear Channel of online learning.
  • The academic uses of realtime search follow the pre-Web pedagogy of seeking timely references to a classroom topic. Think of a professor bringing a newspaper to class, carrying a report about the very subject under discussion. How can this be utilized practically? Faculty members can pick a Web service (Google News, Facebook, Twitter) and search themselves, sharing results; or students can run such queries themselves.
  • Over the past near-decade CMSes have not only grown in scale, but feature development. Consider the variety: gradebooks, registrar system integration, e-Reserve integration, discussion tools, drop boxes, news alerts. Consider too the growth of parallel Web 2.0 tools: wikis, blogs, social bookmarking, podcasting.
  • Now to compare CMSes and Web 2.0: imagine an alternate history, a counterfactual, whereby the world outside academia had Blackboard instead of Web 2.0: § White House health care reform debates: each citizen must log into a town-hall-associated “class,” registering by zip code and social security number. Information is exchanged between “town classes” via email. Relevant documents can be found, often in .doc format, by logging into one’s town class.
  • § Iranian activists collaborate via classes, frantically switching logins and handles to keep government authorities from registering and snooping. § “Citizen media” barely exist. Instead we rely on established authorities (CNN, BBC, Xinua, etc) to sift, select, and, eventually, republish rare selections of user-generated media. § Wikipedia, Flickr and Picasa, the blogosphere, Facebook and MySpace, the world of podcasting simply don’t exist. Instead, we rely on static, non-communicable Web documents, and consult the occasional e-Reserve, sometimes on a purchased DVD. § The Recording Industry Association of America (RIAA) maintains fan clubs, small, temporary groups where fans of certain bands and artists can sign in and listen to time-limited, DRM’d music. “It’s like tape trading, but legal!” says one promotional campaign.
  • Once we had Bertold Brecht writing plays for radio, neighborhood-based radio shows, and the stupendous Orson Wells; then we moved on, through payola, and onto Kasey Kasem and Clear Channel.
  • For now, the CMS landsape is a multi-institutional dark Web, an invisible, unsearchable, un-mash-up-able archipelago of hidden learning content.
  • Can the practice of using a CMS prepare either teacher or student to think critically about this new shape for information literacy? Moreover, can we use the traditional CMS to share thoughts and practices about this topic?
  • Now your iPhone can track your position on that custom map image as easily as it can on Google maps.”
  • What world is better placed to connect academia productively with such projects, the open social Web or the CMS?
  • CMS. What is it best used for? We have said little about its integration with campus information systems, but these are critical for class (not learning) management, from attendance to grading. Web 2.0 has yet to replace this function. So imagine the CMS function of every class much like class email, a necessary feature, but not by any means the broadest technological element. Similarly the e-reserves function is of immense practical value. There may be no better way to share copyrighted academic materials with a class, at this point. These logistical functions could well play on.
  • It makes for a separation from the social media world, a paused space, perhaps one fertile for reflection. If that works for some situations, then it works, and should be selected… consciously, not as a default or unreflective option, but as the result of a pedagogical decision process.
Barbara Lindsey

Why Wordle-By Steven W. Anderson - 0 views

www.techlearning.com/24518

wordle students examples

shared by Barbara Lindsey on 14 Oct 09 - No Cached
  • @mrsmac75-As a starter for students to try and guess where we're going with our lesson and create their own learning outcomes. @ktenkely-I use Wordle as warm up. I hate the question, "What are we doing today." I give word clues about what we are doing in class.
  • I use it as an assessment activity at the end of a topic,
  • Barbara Lindsey on 14 Oct 09
     
    Great examples for using Wordle with students
Barbara Lindsey

Brains benefit from multilingualism - 0 views

www.sciencedaily.com/...091029151807.htm

multilingualism benefit brains content-based

shared by Barbara Lindsey on 28 May 10 - Cached
  • Barbara Lindsey on 28 May 10
     
    "Learning a language strictly as a separate subject in the curriculum does not work as effectively for a broad range of young people as compared to embedding second language learning into other subjects. Thinking about numbers, for example, does figure naturally in a lot of school learning as well as in real life outside the school, which supports learning and knowing mathematics. The same may not always be true of foreign languages," Marsh argues."
Barbara Lindsey

Google Earth Outreach - 0 views

earth.google.com/...tutorial_mymaps.html

googlemaps actfl09 mafla09 Glastonbury

shared by Barbara Lindsey on 02 Oct 09 - Cached
  • Barbara Lindsey on 02 Oct 09
     
    Text-based tutorial on Google Maps using a Beach Clean Up Activity as an example
Barbara Lindsey

Versión traducida de http://www.artehistoria.com/histesp/videos/95.htm - 0 views

translate.google.es/translate

google translate for:gaugler watw Glastonbury worldatways

shared by Barbara Lindsey on 16 Nov 08 - Cached
  • Barbara Lindsey on 16 Nov 08
     
    example of google translate function on artehistoria site
Barbara Lindsey

The FWK Licensing Model at iterating toward openness - 0 views

opencontent.org/494

OpenAccess copyright higher ed

shared by Barbara Lindsey on 27 Nov 08 - Cached
  • If we want to improve learning ~today~, we have to meet learners where they are ~today~. And today and for the foreseeable future the overwhelming majority of learners will be going to schools and universities where their teachers will adopt textbooks based on things like the name recognition of the author(s), the quality of the textbook, supporting instructional materials like test item banks and PPT notes, and the availability (and marketing!) of review copies.
  • having said that, there are some additional, very practical benefits of an open textbook for the faculty member who has to make the adoption decision. For example, when the license and the technology allow the faculty member to remove chapters from the book, change the order of chapters in the book, or even edit chapters in the book directly (e.g., adding locally relevant examples) BEFORE her/his students ever see the books online or in print, this gives the faculty member much greater control over the instructional experience. Most faculty members couldn’t care less about “open” for openness sake, but give them greater control over the instructional experience, and suddenly openness is translated into a concrete benefit - a difference beyond “openness for openness sake.”
  • The Plus in our CC By-NC-SA Plus will indeed be More Permissions - it will grant blanket permissions for anyone and everyone to make Commercial Use of FWK-published textbook materials in the context of the FWK Marketplace. The Marketplace will be an area of the FWK site where people can post and sell their own study guides, audio chapters, flash cards, videos, case studies, and other study materials related to FWK textbooks at whatever price they set (of course, they can alternately choose to openly license the things they put in the Marketplace, too). The Marketplace will be an “eBay for study materials,” and like eBay when somone sells material through the Marketplace, a small portion of the sale will come back to FWK and be shared with the textbook author whose work has been derived from or augmented by the new material.
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  • Every “strong copyleft” license is incompatible with every other,
  • Flat World Knowledge will be licensing it’s first books CC By-NC-SA Plus, with copyright held by the authors.
Barbara Lindsey

Washington State U wiki - 0 views

wiki.wsu.edu/Main_Page

wsuwiki wiki higher ed

shared by Barbara Lindsey on 04 Jan 09 - Cached
  • Barbara Lindsey on 04 Jan 09
     
    Great example of university use of a wiki
Barbara Lindsey

YouTube Video Lands $30 Million Movie Deal [VIDEO] - 0 views

mashable.com/...youtube-movie-robots

youtube Hollywood Uruguay viral

shared by Barbara Lindsey on 20 Dec 09 - Cached
  • Barbara Lindsey on 20 Dec 09
     
    Example of power of user-generated (and user-favored) content
Barbara Lindsey

Interesting Ways | edte.ch - 0 views

edte.ch/interesting-ways

Barrett education presentation interestingways classroom technology

shared by Barbara Lindsey on 04 Dec 09 - Cached
  • Barbara Lindsey on 04 Dec 09
     
    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

The iPad and Information's Third Age | Open Culture - 2 views

www.openculture.com/...nd_informations_third_age.html

ipad openculture abilene

shared by Barbara Lindsey on 29 Jan 10 - Cached
  • Though the university initially fought its introduction, the printed textbook provided broad access to information that, for the first time, promised the possibility of universal education.
  • A barrier of symbolic complexity emerged between people and information for one of the first times in history. And the superabundance of information created a world that by necessity had to be divided into smaller and smaller subsections for organizational reasons. As people began to feel increasingly disconnected from information and as its relational and contextual aspects began to fade, we saw a transformation in teaching and learning. Hands-on apprenticeships and small teacher/student cohorts began to disappear, replaced by teachers delivering carefully parsed and categorized information to “standardized” students, all while trapped in classrooms isolated from the world in order to limit “distraction.”
  • It has become virtually impossible for a person to assess the quality, relevance, and usefulness of more information than she can process in a lifetime. And this is a problem that will only get worse as information continues to proliferate. But a quick look at popular technologies shows some of the ways people are working to address it. Social networking leverages selected communities to recommend books, restaurants, and movies. Context- and location-aware applications help focus search results and eliminate extraneous complexity. And customization and personalization allow people to create informational spaces that limit the intrusion of informational chaos.
  • ...9 more annotations...
  • Any genuine solution will have to address the problems of the current informational age — and it will need to continue answering the problems of the previous informational ages. From what I’ve seen, Apple’s new iPad is the first device to promise this (even if that promise isn’t yet fully realized). That is what makes it such a compelling candidate to be the first platform that serves true digital books.
  • Books that are static, don’t allow customization, don’t connect with other information on the device, and don’t leverage social connectivity aren’t the future, no matter how sophisticated the device that serves them. They’re simply the past repackaged.
  • Given what I’ve seen of its features and approaches, the iPad shows the promise to engender such a change, though much development will have to take place for it to realize its potential. Nonetheless, the innovation it offers in three critical areas is especially compelling: accessibility, participation, and customization. Central to all three of these is the fact that the iPad is not a single-use, standalone device; it’s a powerful, converged platform with robust development tools and capabilities.
  • I would argue that the key accessibility feature of the iPad is its apparent “lack” of an interface (a feature Apple’s marketing is working hard to underscore). Unlike all of the other similar devices (including those running Apple’s standard OS), which require users to learn to negotiate complex symbolic interfaces — files, folders, hierarchies, toolbars, navigational buttons — the iPad limits or even eliminates these in favor of touch, an approach intuitive even to those too young to read.
  • The collapsing of symbolic complexity into the simplicity of touch enables participation by new groups of people — even relative technophobes — and this mirrors the increased accessibility offered by Gutenberg’s revolution while lowering the barrier characteristic of most recent technologies.
  • For those interested in culture and creativity, this is an exciting prospect.
  • In Gutenberg’s case, the increase in accessibility led to a dramatic increase in cultural participation, and this is another way the iPad differentiates itself from many of its peer devices.
  • Put in the hands of readers and students, the robust capabilities of its new version of iWork, combined with access to the complete range of apps on the App Store and an entirely new generation of native apps, the iPad could provide access to professional-quality creative tools that empower a new set of participants
  • the iPad’s blend of social and contextual technologies and its ease of customization offer useful ways for the device to help users sort, focus, and control the information around them. The iPad’s networking capabilities, linked to a new generation of digital books, could help people discover both new texts and the members of a discussion group who could help them process what they’re reading. Combined with a portable format that allows readers to carry their books into various contexts, this could be incredibly powerful. One imagines, for example, a field-guide to forests linked to live discussion partners, allowing a reader to discover the forest in a new and engaging way that offers the advantages of both the first and second informational ages. Yet this sort of capability also reveals an area where the iPad falls surprisingly short: its lack of a camera (let alone two, one forward and one backward facing) means the device has limited capabilities for interesting emerging technologies like augmented reality — a staple of recently-developed apps. In terms of future eBooks, a volume of Hemingway that could alert readers that they were only two blocks from the café Les Deux Magots, for example, and offer an augmented tour of the place or that could direct the reader of Brontë to a moor would be transformational indeed. Perhaps we’ll see such capabilities on iPad 2.0.
Barbara Lindsey

pearltrees * web20education * #edtech20 project Teaching web 2.0 safety in the clouds - 0 views

www.pearltrees.com/#/N-s=1_1716985&N-u=1_156025&N-p=12197134&N-fa=1651846&N-f=1_1716985

visual mindmap websites social share nectfl11

shared by Barbara Lindsey on 26 Mar 11 - No Cached
  • Barbara Lindsey on 26 Mar 11
     
    An example of the use of this tool
Barbara Lindsey

Canção do Dia de Sempre na voz de Mário Quintana - 0 views

chir.ps/sg

twitter audio chirp Portuguese poem

shared by Barbara Lindsey on 13 Aug 09 - Cached
  • Barbara Lindsey on 13 Aug 09
     
    Example of a chirp on Twitter. Reading of a Portuguese poem?
Barbara Lindsey

Mobile Devices in Education - 1 views

cit.duke.edu/...index.html

web2.0 school2.0 mobile learning education Duke for:gaugler

shared by Barbara Lindsey on 20 Sep 09 - Cached
  • Barbara Lindsey on 20 Sep 09
     
    Proposed and actual examples of mobile devices for education from Duke U
Barbara Lindsey

Cellphones in the classroom? Yes way! by Ryan Collins » Moving at the Speed o... - 0 views

www.speedofcreativity.org/...ssroom-yes-way-by-ryan-collins

cellphones fryer ryan collins Ohio mobile

shared by Barbara Lindsey on 14 Sep 09 - Cached
  • AGAIN LIKE WE SEE IN MANY OTHER CELL PHONES FOR LEARNING PRESOS, THIS “APPLICATION PHASE” IS THEORETICAL. WE NEED MORE ACTUAL EXAMPLES OF CELL PHONE USES IN CLASSROOMS. OF COURSE A BIG ISSUE RIGHT NOW IS THERE ARE NOT MANY EXAMPLES. I NEED TO MAKE CONTACT WITH THE EDUCATORS IN OXFORD, KANSAS, WHO ARE WORKING ON A CELL PHONE LEARNING PROJECT THIS TERM.
Barbara Lindsey

TeachPaperless: The Five Minute Twitter Verb Crunch Drill - 0 views

teachpaperless.blogspot.com/...twitter-verb-crunch-drill.html

languages twitter diigo practice groupwork

shared by Barbara Lindsey on 14 Oct 09 - Cached
  • Barbara Lindsey on 14 Oct 09
     
    Gives example of whole class Latin verb parsing using Diigo, Twitter and Twitterfall. Extension: resultant work used as review/homework guide.
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.
Barbara Lindsey

Juicy Geography: 10 ways to Google-up your coursework project! - 1 views

www.juicygeography.co.uk/googlecoursework.html

googleearth googlemaps acfl09 ctcolt09 mafla09

shared by Barbara Lindsey on 25 Oct 09 - Cached
  • Barbara Lindsey on 25 Oct 09
     
    Some how to examples for using Google Earth and Google Maps with students.
Barbara Lindsey

'absolutely intercultural!' - 1 views

www.absolutely-intercultural.com

intercultural podcast education blog

shared by Barbara Lindsey on 16 Jul 11 - Cached
  • Barbara Lindsey on 16 Jul 11
     
    Welcome to the first ever intercultural podcast. 'absolutely intercultural!' is its name and, as far as we know, this is the first podcast in the world to deal with intercultural issues. We'll be releasing a new episode every second Friday evening, looking at all intercultural aspects of human intercultural communication. For example, we'll be hearing from students on foreign work placements, asking how teachers can make use of intercultural exercises and simulations in their classroom and sharing with you any intercultural gossip we come across. 'absolutely intercultural!' won't be so much about passing on information but more about starting an intercultural dialogue between the makers, and you, the contributors and listeners.
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