Skip to main content

Home/ worldatways/ Group items tagged higher

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
6More

ASCD Express 5.18 - Cell Phones Allow Anytime Learning - 0 views

www.ascd.org/...518-varlas.aspx mobiles mobile Kolb ascd
shared by Barbara Lindsey on 10 Jun 10 - Cached
  • She is currently writing a book tentatively titled Cases for Using Students' Cell Phones in Education: A Practical Guide to Using Cell Phones in K–12 Schools, which looks at 11 U.S. and 5 international case studies of teachers integrating students' own cell phones into instruction.
  • One of Larry Cuban's (Teachers and Machines, Oversold and Underused) theories about why ed technology often fails in schools is that we use this top-down approach where administrators or tech coordinators introduce the technologies to the teachers, and they in turn try to introduce and teach it to the students. It's a very foreign concept for the students, as well as the teachers. And often what happens is maybe a handful of teachers end up using this very expensive technology, and students don't have any access to it outside of school. Cuban recommends a much more bottom-up approach to ed technology. Rather than making specialized software and hardware just for school learning, students and society introduce the technologies that schools should be integrating into learning.
  • People who know the history of ed technology know that it hasn't been that successful, long-term, with sustaining learning because it's often attached to a tool that students don't have access to outside of school.
  • ...3 more annotations...
  • For many schools, the hardest part is making it acceptable to turn to technologies that aren't traditionally used in schools. It's a culture that has to be cultivated at the school itself. In the book I'm working on now, many of the teachers in the case studies I discuss approached their administrators with something they'd been using with success outside of school, and their administrators were open to trying it out within school. Kipp Rogers at Passages Middle School in Newport News, Va., has done a phenomenal job modeling that approach and valuing not only his teachers, but also his students, who are involved in planning, as well.
  • Q: From what you've seen in the field, what's the most interesting instructional use of mobile devices happening now? Keren-Kolb: Definitely what's going on in Australia. Teachers are using QR (two-dimensional bar codes) for activities and learning. In the United States, about 60 percent of the phones can do this, but in most other countries, it's almost universal. So, in some Australian schools, this means [that] students come in on the first day of class and their entire syllabus is on a bar code they scan directly into their phone—same thing with some books and homework assignments. They'll scan a code for their homework, and it'll link to video tutorials and activities. So, moving away from textbooks and moving toward paperless learning that's much more interactive. I think that's exciting—how much information you can attach to that little bar code, and use it to extend learning.
  • When students can use whatever tools are around them, obviously, testing changes. It's not just about a right or wrong answer—it's about inquiry, collaboration, and the higher-order thinking skills we want students to do.
21More

Academic Evolution: Academia must divest from Intellectual Apartheid - 0 views

www.academicevolution.com/...intellectual-apartheid.html publishing2.0 academy higher ed
shared by Barbara Lindsey on 21 Mar 09 - Cached
  • Academia must divest from Intellectual Apartheid
  • I mean academia’s policy that enforces an unnecessary and counterproductive intellectual divide. What intellectual divide? It is that gaping chasm between two opposing models of disseminating knowledge: toll access and open access.
  • lack of access to technology (dubbed the "digital divide") seriously handicaps half the world's population. That is a giant problem but one being gradually ameliorated by mobile telephony and economic forces.
  • ...18 more annotations...
  • Academics and their institutions have sold out to economic interests in the name of preserving the only system trustworthy enough to produce authoritative information.
  • I believe it is fair to label as “apartheid” any artificial social construct that privileges an elite minority to the detriment of a majority. The artificial construct doing that in the world of knowledge is the toll-access system of traditional scholarly communication.
  • Despite all the digitizing and online publishing now extant, despite the proliferation of websites and web users, despite the largely up-to-date technological infrastructure within academia, it is still the case that most of the world’s most important knowledge remains out of reach of most of the world. Keep that simple fact central in your mind as I revisit the mission statements of universities and academic presses that purport to promote scholarship for the general benefit of humankind.
  • “The mission of a university press,” said Daniel Coit Gilman, President of Johns Hopkins University in 1880, “is to assist the university in fulfilling its noble mission ‘to advance knowledge, and to diffuse it not merely among those who can attend the daily lectures—but far and wide.'" Universities and academic publishers are ostensibly dedicated to the very opposite of keeping people and knowledge apart. And yet, they do.
  • You really don’t need to go to the developing world to recognize that advanced knowledge is a big club with stiff entrance fees. Even middle class Americans will think twice before throwing down $30 for a scholarly article. How likely will this knowledge ever reach scholars in Mexico or India? And just how broadly can the editors of Subjectivity expect it to reach when subscribing costs $503/year?
  • Academic authors, editors, publishers, and distributors are simply not in the business of reaching the masses; they are in the business of reaching other specialists.
  • Academia banks on Intellectual Apartheid; its knowledge economy only rewards specialists publishing to specialists. In such a world, the “influence” of scholarship is not often correlated to real-world effects; it is usually correlated to how well a given work contributes to the specialist knowledge economy. Citation indexes measure reputations among specialists; “impact factor” relates not to real-world impact, but to reputation within the closed system.
  • one of the great secrets of academic publishing
  • academia could care less about whether anything its scholars do actually makes a difference in the world, except for the occasional puff piece to show to contributors or alumni. Reaching out to the whole world is the stuff that convocation speeches and university mission statements are made of, but in the day-to-day world of academia, actually reaching the world with one’s refined knowledge is not rewarded. In fact, it is often punished. Generalists, such as those who are using blogging to actually talk to the public about their ideas, are threatened with lack of tenure or advancement if they waste their time in anything but publications oriented towards their disciplinary peers.
  • A university’s reward system requires its faculty to publish in peer-reviewed journals. Peer-reviewed journals serve the purpose of authenticating knowledge, but at the same time they also wall in that knowledge by making it available only to those willing to pay for it.
  • There is an assumption that if something is “published” (meaning published in a conventional, peer-reviewed journal), then it is appropriately circulating and available.
  • It may be “circulating” among subscribers (a few hundred), but it is simultaneously being kept from the online public (a few billion).
  • Essentially, scholars whose work is measured in terms of how often their articles are cited within peer-reviewed literature demonstrate not so much the actual worth or impact of their ideas as they demonstrate their fidelity to a closed knowledge economy. Impact factor statistics are really loyalty points for the gentlemen's club: if you impressed other members of the club, you get to stay in it. If you try for other audiences--like the one's loftily imagined in university mission statements--you show disloyalty to the club.
  • scholars underestimate the value and influence of their work, voluntarily giving up what their work might mean and do if circulating among a public that is literally six or seven orders of magnitude larger in size that the subscriber base of the most used journals. And it's a shame that broader, open, multi-disciplinary review is considered inferior to one-time assessment by two or three experts. Can we really be sure that conventional peer-reviewed knowledge is as reliable as it pretends to be when its adherents resist transparency and the checks and balances of exposing this knowledge more broadly?
  • I call upon you to join me in a full divestment from intellectual apartheid.
  • Here's how each academic stakeholder can fight Intellectual Apartheid: Scholars: Publish your work in Open Access journals or arrange open access for publications in conventional journals. Use Creative Commons licensing (rather than signing away copyright) in order to preserve access to your own work Deposit your publications in institutional or disciplinary archives to ensure permanent open access and the broadest exposure to search engines. Refuse to peer-review manuscripts or serve in editorial capacities for any journal that does not accommodate open access. Cancel subscriptions to toll-access scholarship Wean yourself from using any research materials that an everyday person from a developing country wouldn't have full access to via the Internet
  • In training students, patrons, and faculty, teach them more about how and why to use open access resources rather than how to use expensive proprietary databases and services. Work with administrators to educate faculty about the benefits of open access publishing and rights management.
  • Administrators Create a university-wide mandate (as Harvard has done), requiring faculty to retain copyright of their scholarship and to license the non-exclusive depositing of that scholarship in the institutional archive. Update promotion and tenure policies to favor open access publications and to accommodate evolving scholarly genres (such as data sets, software, and scholarly tools that build the cyberinfrastructure). Require chairs and deans to educate faculty on evolving academic publishing models and to ready their conversion to using and publishing open access scholarship.
1More

Student Campus Technology Trends: 2001 Versus 2006 (EDUCAUSE Quarterly) | EDUCAUSE CONNECT - 0 views

connect.educause.edu/...45537 educause cell phone students higher ed
shared by Barbara Lindsey on 21 Dec 08 - Cached
  • The percentage of students bringing cell phones with text messaging increased by almost 40 percent from 2002 to 2006. This stands out as the top technology (other than computers) brought to campus by students.
5More

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.
  • ...2 more annotations...
  • 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.
1More

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
3More

Foreign Language Faculty in the Age of Web 2.0 (EDUCAUSE Quarterly) | EDUCAUSE - 0 views

www.educause.edu/...163095 educause web2.0 highered faculty languages
shared by Barbara Lindsey on 06 Dec 09 - Cached
  • graduate students interested in becoming acquainted with relevant instructional technologies have a limited number of options. Few graduate programs include such training as a part of the curriculum. As a matter of fact, pedagogy itself often represents a negligible fraction of graduate program requirements. The University of Minnesota offers excellent training through its summer institutes,4 but access is an issue. Most IT departments offer training sessions on how to use the university course management system, build a web page, or create a PowerPoint presentation, but technical training is not enough.
  • Today, language centers are the only campus units where such a wide range of expertise can easily be found.
  • The role of language technologists goes beyond teaching what a blog is and how to set up a browser to display Japanese characters. It includes sorting through novel technologies, evaluating their instructional potential, researching current educational uses, and sharing findings with educators. The most promising applications available today were not designed for instructional use and do not come with an instruction manual. To use them in the classroom requires the ability to redirect their intended purpose and, more importantly, to think through possible consequences of doing so.
1More

The Fischbowl: We Can Do This. We Should Do It. - 0 views

thefischbowl.blogspot.com/...n-do-this-we-should-do-it.html fischbowl english literacy education highered Rutgers
shared by Barbara Lindsey on 08 Dec 09 - Cached
  • Barbara Lindsey on 08 Dec 09
     
    Big problem with Prof. Miller's assertion that "English as the site that excels in human expression and in the study of human culture related to expression we should the place that is at the very cutting edge of education for students in these areas." Starts at 2m19sec
1More

How the iPhone Could Reboot Education | Gadget Lab | Wired.com - 0 views

www.wired.com/...iphone-university-abilene iphone mobile higher ed for:gauger
shared by Barbara Lindsey on 09 Dec 09 - Cached
  • Barbara Lindsey on 09 Dec 09
     
    Thx to @xmath2007 on Twitter. Talks about Abilene Christian U and findings of their pilot project giving out free iPod touch or iPhone to all incoming freshmen.
6More

Career U. - Making College 'Relevant' - NYTimes.com - 0 views

www.nytimes.com/...03careerism-t.html highered curriculum relevance
shared by Barbara Lindsey on 02 Jan 10 - Cached
  • Dr. Coleman says she had an “aha” moment five years ago, when the director of admissions was describing the incoming class and noted that 10 percent — some 600 students — had started a business in high school.
  • “We believe that we do our best for students when we give them tools to be analytical, to be able to gather information and to determine the validity of that information themselves, particularly in this world where people don’t filter for you anymore,” Dr. Coleman says.
  • There’s evidence, though, that employers also don’t want students specializing too soon. The Association of American Colleges and Universities recently asked employers who hire at least 25 percent of their workforce from two- or four-year colleges what they want institutions to teach. The answers did not suggest a narrow focus. Instead, 89 percent said they wanted more emphasis on “the ability to effectively communicate orally and in writing,” 81 percent asked for better “critical thinking and analytical reasoning skills” and 70 percent were looking for “the ability to innovate and be creative.”
  • ...2 more annotations...
  • Companies are demanding more of employees. They really want them to have a broad set of skills.”
  • But the major isn’t nearly as important as the toolbox of skills you come out with and the experiences you have.”
  • Barbara Lindsey on 02 Jan 10
     
    Changing course offerings and foci in American unis over the past decade or more.
1More

Open, Online University Courses-Special Guest: Alec Couros - Classroom 2.0 LIVE! - 0 views

live.classroom20.com/...special-guest-alec-couros.html classroom 2.0 openeducation higher ed
shared by Barbara Lindsey on 21 Dec 09 - Cached
  • Barbara Lindsey on 21 Dec 09
     
    Recording of Classroom 2.0 session with Alec Couros
1More

UC Cybercampus?: Forum | KQED Public Media for Northern CA - 0 views

www.kqed.org/...R201005200900 online highered CA UC
shared by Barbara Lindsey on 22 May 10 - Cached
  • Barbara Lindsey on 22 May 10
     
    As the University of California regents meet this week to grapple with the system's ongoing fiscal crisis, a proposal to create a degree-granting "cybercampus" is attracting attention. Proponents argue that an online campus could raise funds and increase access for underserved communities. But some faculty members fear the plan could undermine educational quality for little financial return.
‹ Previous 21 - 40 of 69 Next › Last »
Showing 20▼ items per page