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Darcy Goshorn

Experience with facilitating professional development and TurnItIn - 0 views

akoaotearoa.ac.nz/...t-turnitin---owen--narayan.pdf

plagiarism professional development pd turnitin training writing language arts pedagogy

shared by Darcy Goshorn on 09 Jan 13 - No Cached
  • Darcy Goshorn on 09 Jan 13
     
    In an environment where global economy, global collaboration, and global 'knowledge' are  the aspiration of many countries, the understanding of the complexities of plagiarism becomes  a global requirement that needs to be addressed by all educators and learners. This paper  considers a simple definition of plagiarism, and then briefly considers reasons why students  plagiarise. At Unitec NZ, Te Puna Ako: The Centre for Teaching and Learning Innovation  (TPA:CTLI) is working closely with faculty, managers, student support services and library  personnel to introduce strategies and tools that can be integrated into programmes and  curricula whilst remaining flexible enough to be tailored for specific learners. The authors  therefore provide an overview of one of the tools available to check student work for  plagiarism - Turnitin - and describe the academic Professional Development (PD)  approaches that have been put in place to share existing expertise, as well as help staff at  Unitec NZ to use the tool in pedagogically informed ways, which also assist students in its  use. Evaluation and results are considered, before concluding with some recommendations. It  goes on to theorise how blended programmes that fully integrate academic literacy skills and  conventions might be used to positively scaffold students in the avoidance of plagiarism.  Conference participants will be asked to comment on and discuss their institutions' approach  to supporting the avoidance of plagiarism (including the utilisation of PDS and other  deterrents), describe their own personal experiences, and relate the strategies they employ in  their teaching practice and assessment design to help their learners avoid plagiarism. It is  planned to record the session so that the audience's narratives can be shared with other  practitioners.
Barbara Lindsey

The Global Dimension: Walter Payton High School | Edutopia - 0 views

www.edutopia.org/global-dimension-walter-payton

for:gaugler studyabroad global language videoconferencing chicago

shared by Barbara Lindsey on 14 May 09 - Cached
  • Barbara Lindsey on 14 May 09
     
    New doors open as these students learn an international perspective reinforced by four years of language study, global video conferences, and travel abroad.
Barbara Lindsey

Global Voices Online » About - 0 views

globalvoicesonline.org/about

global voices international news

shared by Barbara Lindsey on 27 Nov 08 - Cached
  • With tens of millions of people blogging all over the planet, how do you avoid being overwhelmed by the information overload? How do you figure out who are the most influential or respected and credible bloggers or podcasters in any given country, especially those outside your own?
  • These amazing people are bloggers who live in various countries around the world. We have invited them as contributors or hired them as editors because they understand the context and relevance of information, views, and analysis being posted every day from their countries and regions on blogs, podcasts, photo sharing sites, videoblogs - and other kinds of online citizen media. They are helping us to make sense of it all, and to highlight things that bloggers are saying which mainstream media may not be reporting
  • At a time when the international English-language media ignores many things that are important to large numbers of the world’s citizens, Global Voices aims to redress some of the inequities in media attention by leveraging the power of citizens’ media. We’re using a wide variety of technologies - weblogs, podcasts, photos, video, wikis, tags, aggregators and online chats - to call attention to conversations and points of view that we hope will help shed new light on the nature of our interconnected world. We aim to do the following:
  • ...2 more annotations...
  • Global Voices, though headquartered at Harvard Law School, is a co-operative effort of contributors from every continent and dozens of countries.
  • 1) Call attention to the most interesting conversations and perspectives emerging from citizens’ media around the world by linking to text, photos, podcasts, video and other forms of grassroots citizens’ media being produced by people around the world 2) Facilitate the emergence of new citizens’ voices through training, online tutorials, and publicizing the ways in which open-source and free tools can be used safely by people around the world to express themselves 3) Advocate for freedom of expression around the world and to protect the rights of citizen journalists to report on events and opinions without fear of censorship or persecution
  • Barbara Lindsey on 27 Nov 08
     
    With tens of millions of people blogging all over the planet, how do you avoid being overwhelmed by the information overload? How do you figure out who are the most influential or respected and credible bloggers or podcasters in any given country, especially those outside your own?
Barbara Lindsey

Get Arabic and English News Perspectives on Meedan.net « Moving at the Speed ... - 0 views

www.speedofcreativity.org/...ews-perspectives-on-meedan-net

arabic english news fryer global

shared by Barbara Lindsey on 18 Jun 10 - Cached
  • Barbara Lindsey on 18 Jun 10
     
    The Global Education Collaborative
Barbara Lindsey

Global projects: The three-headed solution | Whip Blog - 0 views

jeffwhipple.ca/...ects-the-three-headed-solution

global learning students

shared by Barbara Lindsey on 07 Jan 10 - Cached
  • I still think it comes down to three critical questions when it comes to our children’s learning; what are we doing every day to a) create information artisans who are able to locate, harvest, assess, connect, create and communicate information in a digital, networked form, b) support them in developing and managing their own personal learning networks and c) help them understand and develop their own digital footprint, developing and managing their own personal brand.
Barbara Lindsey

Peer Water Exchange - 0 views

peerwater.org

social networking social justice water global mapping

shared by Barbara Lindsey on 24 Dec 09 - Cached
  • Barbara Lindsey on 24 Dec 09
     
    The world's first and only scalable and map-driven platform in the water sector, PWX has received recognition for its design to make a visible dent in the global water crisis. A unique participatory decision-making network of partners, PWX combines people, process, and technology to manage water and sanitation projects around the world - from application, selection, funding, implementation, and impact assessment. Easy to navigate and use through both maps and text, PWX is transparent, efficient, and effective. PWX helps competitors become collaborators, and work together to learn and share and create the greatest impact possible.
Barbara Lindsey

AACE Global U - Social Media Seminar Series - 0 views

www.aace.org/...socialmedia

aace live seminars free social media

shared by Barbara Lindsey on 22 Jan 10 - No Cached
  • Barbara Lindsey on 22 Jan 10
     
    "AACE Global U is pleased to announce and organize "Social Media: Trends and Implications for Learning," a monthly online seminar series. The seminar series, led by George Siemens and David Cormier, is without fee and will include live interactive sessions, in addition to discussions with guest speakers and participants. All sessions are co-sponsored by and will be archived in the Education & Information Technology Library (EdITLib)."
Barbara Lindsey

Toni Theisen's wiki on globalcompetency - 0 views

globalcompetency.wikispaces.com

global competencies wiki theisen appl

shared by Barbara Lindsey on 16 May 10 - Cached
  • Barbara Lindsey on 16 May 10
     
    Some excellent resources addressing the issues of global competency
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.
  • ...1 more annotation...
  • 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

Top News - Digital debate: Prepare kids for exams or life? - 0 views

www.eschoolnews.com/...index.cfm

exams education cell phone internet 21st century learning

shared by Barbara Lindsey on 21 Dec 08 - Cached
  • 's only a question of which technology, and of the alignment between technology in the learning situation and in the assessment situation."
  • "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."
  • 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.
  • ...2 more annotations...
  • why is it important;
  • "We're preparing [students] for life, not for exams--that's what it has come down to with [No Child Left Behind, preparing for exams], but that's a silly thing to prepare people for, because you really want to prepare them for life and work."
  • Barbara Lindsey on 21 Dec 08
     
    An Australian educators lets students use cell phones and the internet during exams prompting global debate regarding the nature of 21st century assessment.
Barbara Lindsey

Please Turn on Your Cell Phone: Change Observer: Design Observer - 0 views

changeobserver.designobserver.com/entry.html

cellphones education

shared by Barbara Lindsey on 16 Aug 09 - Cached
  • U.S. Secretary of Education, Arne Duncan, came out in support of cell phone use saying, “Finding ways to use cell phones to deliver lesson plans to students would improve education and meet federal guidelines.”
  • In the U.S., 76 percent of students ages 12 to 18 have their own cell phone. Forward-thinking educators recognize in these statistics a low-tech, low-cost solution to the ongoing technology problem in underserved schools, where hardware is dysfunctional, wireless infrastructure is weak and inadequate staffing fails to meet the demands of upkeep.
  • The bottom line is cell phones are the most affordable, accessible way to provide access to technology and narrow the digital divide.
  • ...9 more annotations...
  • But advocating for cell phone use in education is about more than cost, sustainability or parity; it’s about accessing points of entry. When it comes to technology integration, you need to meet students (and teachers) where they are. When you begin with a tool they already know and love, you’re less likely to be met with the kind of resistance you might otherwise get to institutional hardware or software. For teachers, eliminate the fear factor and you’ve empowered a previously disenfranchised group of self-professed Luddites. For students, who treat the cell phone like an appendage, you’re capitalizing on an existing passion for the technology.
  • In the model of the Asia Society International Studies School Network, we prepare college-ready, globally competent students by requiring them to participate in learning engagements both within and beyond the classroom. Internships, service learning, foreign and domestic travel and learning expeditions of all kinds develop students’ methods of inquiry. What’s especially exciting about integrating cell phone use into the curriculum is the opportunity to extend and better support the rich learning that’s already happening outside of our classrooms (while also allowing us to work around the ban).
  • We design inquiry-based curricula that send students out into the world to investigate, collect, report, reflect and engage. In doing so, students gain a sense of themselves as producers of knowledge. They become part of a continuous learning loop of inputs and outputs mediated by teacher and student alike. With basic mobile functions like voice, text and camera coupled with web 2.0 technologies, students’ knowledge can be shared locally and globally, all the while developing critical communication and collaboration skills. Audiocasting, photoblogging, polling, surveying and language acquisition are just a few of the activities that utilize mobile devices for learning. These are context-specific opportunities for students to share with authentic and limitless audiences. And for teenagers, to share is to be — which lies at the heart of their love for the cell phone to begin with.
  • we need to leverage this love to help students transform their communication networks into learning networks.
  • I ask teachers all the time, "how do you use technology (read: the Web, your phone, etc") to learn?" and it's difficult for many to answer. Like many students, they've never had models for effective learning with technology (as opposed to information retrieval, which admittedly, hasn't been great either.)
  • I am suggesting that if we want to take advantage of the undeniable potential for learning with technology, we have to help educators be learners in those contexts first.
  • Cell phones are not useful in school when pedagogy does not use them to support the kind of learning wanted. While the kids in a class are 'distracted' by their phones, they are learning an enormous amount, just not what the teacher intends. The easy answer is to ban the technology, the more difficult but far richer answer is to develop pedagogy that exploits it.
  • Kids fluency and engagement with mobile devices should be viewed as a wonderful resource and indication of their engagement in things they want to learn, not as a distraction that has to be silenced to make lessons easier.
  • Your post and these comments make it evident that educators, families, politicians et. al. must first become participants in using these tools prior to understanding or advocating for their use.
Barbara Lindsey

Sensors and Sensitivity | The Communication Initiative Network - 0 views

www.comminit.com/...36

mobile data aid

shared by Barbara Lindsey on 13 Oct 09 - Cached
  • Barbara Lindsey on 13 Oct 09
     
    Describes how mobile phones can be used for data collection in emergency relief efforts, global pandemics, etc. in remote locations.
Barbara Lindsey

Teach Digital: Curriculum by Wes Fryer / googletools - 1 views

teachdigital.pbworks.com/googletools

googleearth mafla09 actfl09 ctcolt09 fryer

shared by Barbara Lindsey on 19 Oct 09 - Cached
  • Barbara Lindsey on 19 Oct 09
     
    Discovery Global Video Tours
Barbara Lindsey

Bureau of Educational and Cultural Affairs Partnership with Carnegie Hall Connects Musi... - 0 views

www.state.gov/...113240.htm

cross-cultural students global voices new york istanbul videoconferencing

shared by Barbara Lindsey on 16 Dec 08 - Cached
  • As with the Turkey exchange, these students will communicate with their peers overseas and establish relationships to promote greater mutual understanding.
  • connect New York City music students with their peers in Istanbul, Turkey
  • During this school year, these youths have communicated with each other online and learned about their respective cultures and musical heritage. On December 16, the students were linked via digital video conference to attend, virtually, concerts by the Turkish clarinetist Selim Sesler in Istanbul and by the Maurice Brown jazz quintet in Carnegie Hall.
  • ...1 more annotation...
  • The Carnegie Hall Cultural Exchange Program, presented by The Weill Music Institute at Carnegie Hall in partnership with the Bureau of Educational and Cultural Affairs of the U.S. Department of State, provides the opportunity for students throughout New York City to explore the music and culture of a chosen country. In 2008 – 2009, students have been learning about the music and culture of Turkey through sequential lessons and an exchange of ideas with their overseas peers via an online community.
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