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Barbara Lindsey

The Answer Sheet - How to give classrooms a mission - 0 views

voices.washingtonpost.com/...o-give-classrooms-a-missi.html

larryferlazzo classroom mission organizer community

shared by Barbara Lindsey on 23 Aug 10 - Cached
  • In my previous career, I was a community organizer for nineteen years. Before we did anything, we would ask ourselves these two questions: • Does our action help develop leadership among local residents? • Are we honoring the father of modern-day community organizing Saul Alinsky’s "Iron Rule"? Alinsky famously said, “Never do for someone what they can do for themselves. Never.”
  • in the long term, staying true to our mission often resulted in the emergence of self-realized community groups that had confident leaders and committed members. These groups were more successful in gaining affordable housing, creating jobs that paid a living wage and benefits, and building safe neighborhoods than other organizations that never developed their own sense of identity and purpose.
  • In the first part of each school year in most of my classes, I lead a discussion with students asking whether they want our class to be a “community of learners” or a “classroom of students.” On our overhead, I enter the choices in side-by-side columns and give examples of the difference between the two.
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  • In a classroom of students, a teacher does most of the talking. In a community of learners, students work in small groups and are co-teachers. In a classroom, people laugh when others make mistakes, but in a community, people are supported when they take risks. In a classroom, the teacher always has to be the one to keep people focused. In a community, students take responsibility for keeping themselves focused.
  • By starting with this cultural orientation or way of thinking, students develop their own approaches or techniques for how the class will operate. What emerges is a lens for looking at numerous issues throughout the school year. It’s my job to honor my own rules of community organizing, to promote leadership development and self-sufficiency by respecting their judgments and desires.
Barbara Lindsey

TAGmirror: Diigo tag dictionary [Organization] - 0 views

www.tagmirror.org/...g-dictionary-organization.html

diigo tags

shared by Barbara Lindsey on 14 Nov 09 - No Cached
  • Barbara Lindsey on 14 Nov 09
     
    Nice tip for organizing tags in Diigo.
Barbara Lindsey

ALA | AASL Best Web sites for Teaching and Learning Top 25 Award - 0 views

www.ala.org/...bestwebsitestop25.cfm

diigo librarians award

shared by Barbara Lindsey on 20 Dec 09 - Cached
  • Barbara Lindsey on 20 Dec 09
     
    Lists diigo under organizing and managing
Barbara Lindsey

Jean Lave, Etienne Wenger and communities of practice - 1 views

www.infed.org/...communities_of_practice.htm

CoP community education wenger collaboration practice learning communities mafla09 actfl09 blended learning

shared by Barbara Lindsey on 03 May 09 - Cached
  • Supposing learning is social and comes largely from of our experience of participating in daily life? It was this thought that formed the basis of a significant rethinking of learning theory in the late 1980s and early 1990s by two researchers from very different disciplines - Jean Lave and Etienne Wenger. Their model of situated learning proposed that learning involved a process of engagement in a 'community of practice'. 
  • When looking closely at everyday activity, she has argued, it is clear that 'learning is ubiquitous in ongoing activity, though often unrecognized as such' (Lave 1993: 5).
  • Communities of practice are formed by people who engage in a process of collective learning in a shared domain of human endeavour: a tribe learning to survive, a band of artists seeking new forms of expression, a group of engineers working on similar problems, a clique of pupils defining their identity in the school, a network of surgeons exploring novel techniques, a gathering of first-time managers helping each other cope. In a nutshell: Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly. (Wenger circa 2007)
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  • Over time, this collective learning results in practices that reflect both the pursuit of our enterprises and the attendant social relations. These practices are thus the property of a kind of community created over time by the sustained pursuit of a shared enterprise. It makes sense, therefore to call these kinds of communities communities of practice. (Wenger 1998: 45)
  • The characteristics of communities of practice According to Etienne Wenger (c 2007), three elements are crucial in distinguishing a community of practice from other groups and communities: The domain. A community of practice is is something more than a club of friends or a network of connections between people. 'It has an identity defined by a shared domain of interest. Membership therefore implies a commitment to the domain, and therefore a shared competence that distinguishes members from other people' (op. cit.). The community. 'In pursuing their interest in their domain, members engage in joint activities and discussions, help each other, and share information. They build relationships that enable them to learn from each other' (op. cit.). The practice. 'Members of a community of practice are practitioners. They develop a shared repertoire of resources: experiences, stories, tools, ways of addressing recurring problems—in short a shared practice. This takes time and sustained interaction' (op. cit.).
  • The fact that they are organizing around some particular area of knowledge and activity gives members a sense of joint enterprise and identity. For a community of practice to function it needs to generate and appropriate a shared repertoire of ideas, commitments and memories. It also needs to develop various resources such as tools, documents, routines, vocabulary and symbols that in some way carry the accumulated knowledge of the community.
  • The interactions involved, and the ability to undertake larger or more complex activities and projects though cooperation, bind people together and help to facilitate relationship and trust
  • Rather than looking to learning as the acquisition of certain forms of knowledge, Jean Lave and Etienne Wenger have tried to place it in social relationships – situations of co-participation.
  • It not so much that learners acquire structures or models to understand the world, but they participate in frameworks that that have structure. Learning involves participation in a community of practice. And that participation 'refers not just to local events of engagement in certain activities with certain people, but to a more encompassing process of being active participants in the practices of social communities and constructing identities in relation to these communities' (Wenger 1999: 4).
  • Initially people have to join communities and learn at the periphery. The things they are involved in, the tasks they do may be less key to the community than others.
  • Learning is, thus, not seen as the acquisition of knowledge by individuals so much as a process of social participation. The nature of the situation impacts significantly on the process.
  • What is more, and in contrast with learning as internalization, ‘learning as increasing participation in communities of practice concerns the whole person acting in the world’ (Lave and Wenger 1991: 49). The focus is on the ways in which learning is ‘an evolving, continuously renewed set of relations’ (ibid.: 50). In other words, this is a relational view of the person and learning (see the discussion of selfhood).
  • 'the purpose is not to learn from talk as a substitute for legitimate peripheral participation; it is to learn to talk as a key to legitimate peripheral participation'. This orientation has the definite advantage of drawing attention to the need to understand knowledge and learning in context. However, situated learning depends on two claims: It makes no sense to talk of knowledge that is decontextualized, abstract or general. New knowledge and learning are properly conceived as being located in communities of practice (Tennant 1997: 77).
  • There is a risk, as Jean Lave and Etienne Wenger acknowledge, of romanticizing communities of practice.
  • 'In their eagerness to debunk testing, formal education and formal accreditation, they do not analyse how their omission [of a range of questions and issues] affects power relations, access, public knowledge and public accountability' (Tennant 1997: 79).
  • Perhaps the most helpful of these explorations is that of Barbara Rogoff and her colleagues (2001). They examine the work of an innovative school in Salt Lake City and how teachers, students and parents were able to work together to develop an approach to schooling based around the principle that learning 'occurs through interested participation with other learners'.
  • Learning is in the relationships between people. As McDermott (in Murphy 1999:17) puts it: Learning traditionally gets measured as on the assumption that it is a possession of individuals that can be found inside their heads… [Here] learning is in the relationships between people. Learning is in the conditions that bring people together and organize a point of contact that allows for particular pieces of information to take on a relevance; without the points of contact, without the system of relevancies, there is not learning, and there is little memory. Learning does not belong to individual persons, but to the various conversations of which they are a part.
  • One of the implications for schools, as Barbara Rogoff and her colleagues suggest is that they must prioritize 'instruction that builds on children's interests in a collaborative way'. Such schools need also to be places where 'learning activities are planned by children as well as adults, and where parents and teachers not only foster children's learning but also learn from their own involvement with children' (2001: 3). Their example in this area have particular force as they are derived from actual school practice.
  • learning involves a deepening process of participation in a community of practice
  • Acknowledging that communities of practice affect performance is important in part because of their potential to overcome the inherent problems of a slow-moving traditional hierarchy in a fast-moving virtual economy. Communities also appear to be an effective way for organizations to handle unstructured problems and to share knowledge outside of the traditional structural boundaries. In addition, the community concept is acknowledged to be a means of developing and maintaining long-term organizational memory. These outcomes are an important, yet often unrecognized, supplement to the value that individual members of a community obtain in the form of enriched learning and higher motivation to apply what they learn. (Lesser and Storck 2001)
  • Educators need to reflect on their understanding of what constitutes knowledge and practice. Perhaps one of the most important things to grasp here is the extent to which education involves informed and committed action.
Barbara Lindsey

The Centered Librarian: YouTomb Monitors Videos Removed for Copyright Complaint - 0 views

centeredlibrarian.blogspot.com/...nitors-videos-removed-for.html

youtomb youtube copyright violations analysis

shared by Barbara Lindsey on 26 May 09 - Cached
  • A student organization at MIT called Free Culture has compiled a kind of online eulogizer for videos lost to copyright claims, tracking all the metadata from the video, including which user asked that it be taken down. It's called YouTomb, and in the last year it's learned a lot about what gets flagged, what stays, and what's wrong with the system.
  • Barbara Lindsey on 26 May 09
     
    A student organization at MIT called Free Culture has compiled a kind of online eulogizer for videos lost to copyright claims, tracking all the metadata from the video, including which user asked that it be taken down. It's called YouTomb, and in the last year it's learned a lot about what gets flagged, what stays, and what's wrong with the system.
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

Turning links into a library with Diigo - 0 views

knowthenetwork.com/...inks-into-a-library-with-diigo

diigo

shared by Barbara Lindsey on 05 Jan 10 - Cached
  • Barbara Lindsey on 05 Jan 10
     
    Great overview of the many benefits to using Diigo to collect, organize and share your bookmarks.
Barbara Lindsey

eduTecher.net - 0 views

www.edutecher.net/index.php

edutecher technology howtos reviews

shared by Barbara Lindsey on 03 Jan 10 - Cached
  • Barbara Lindsey on 03 Jan 10
     
    Incredibly well-organized, collaborative resource for educationally focused tech environments, including reviews, how-tos, iPhone app.
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

CITE Journal Article: If We Didn't Have the Schools We Have Today, Would We Create the... - 0 views

www.citejournal.org/...article1.htm

education technology change 21stcentury actfl09 mafla09 blended learning

shared by Barbara Lindsey on 07 Jun 09 - Cached
  • chools resist change, because they are designed to resist change. They are cultural organizations, and cultural organizations are not supposed to change. Cultures are designed to preserve existing solutions to problems—considerable social and economic capital goes into developing culturally valued solutions to problems and change is risky.   Stability reduces risk—“change is bad”—and our schools have been designed to focus on the knowledge transmission mode of learning.
  • This is just what many teachers and faculty members are saying, “We don’t have time for this. We are good teachers, and we can continue to serve our students well with the instructional strategies we have always used. Besides, with the time demands on us, we don’t have time to learn this new technology. As good teachers, we are doing well with our students and we don’t need to go through this transition.”
  • The learning revolution is about constructivist learning, and these new communication and information technologies allow us to facilitate constructive learning in ways that we could never do before. They are becoming cognitive amplifiers that will accelerate learning and the development of new knowledge in the same ways that machines accelerated production during the industrial revolution.
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  • The third reason schools will be driven to change is that we have now reached a point where work is learning . Work in the workplace is learning.   Work in the larger community surrounding the schools is about learning every day.   It's not just about putting bolts on things anymore.
  • The fourth force is that learning communities have no boundaries .   In a networked learning community, schools and classrooms will simply become nodes in a larger learning environment.
  • The fifth factor affecting schools is that the home is becoming a learning place .
  • The final force driving change in schools is kid power.  
  • New learning teams are emerging, which consist of college faculty, the teacher candidates, and the in-service teachers. The high school students themselves are sometimes members of these teams, developing new applications of technology. They are becoming learning communities, “communities of practice,” as some would call it.   And in these learning communities, the distinctions between “teacher” and “student” no longer serve us well. That is why I believe education is rapidly moving toward new learning environments that will have no teachers or students—just learners with different levels and areas of expertise collaboratively constructing new knowledge.
  • There is no way for the faculty or teachers to collaboratively learn and construct new knowledge in this system—no way for them to know whether the knowledge that might have been acquired by the student teacher is actually the knowledge the student teacher then conveys as a teacher to the K-12 students. Few, if any, of the educators know anything about what the K-12 students might be doing with any of the knowledge they may have acquired after they leave the K-12 classroom.   This is a linear, fragmented teaching approach—the epitome of the factory-era assembly line approach to teaching and learning—which defeats any opportunity for collaborative learning or feedback across the various levels of teaching and teacher preparation.
  • Barbara Lindsey on 07 Jun 09
     
    expert learners (we call them teachers, educators, scientists, and researchers today) are going to be recognized for their ability to learn and help others learn, as they continue to construct new knowledge and develop their own expertise.
Barbara Lindsey

| Our Mission | DigiActive.org - 0 views

www.digiactive.org/about

social justice critical pedagogy web 2.0 mobiles

shared by Barbara Lindsey on 04 Oct 09 - Cached
  • DigiActive is an all-volunteer organization dedicated to helping grassroots activists around the world use the Internet and mobile phones to increase their impact. Our goal is a world of activists made more powerful and more effective through the use of digital technology.
  • we believe that every person in the world has political power and that digital tools are a great way to express this un-tapped power. Tools like the Internet and mobile phones let us communicate with other people who share our concerns, to disseminate a message of change, to organize and inform ourselves, to lobby the government, to take part in activism.
  • The purpose of DigiActive is to promote and explain the digital tools of social change so activists can use them effectively.
Barbara Lindsey

A physicist on the "Lessig style" (Lessig Blog) - 0 views

lessig.org/...sicist_on_the_lessig_styl.html

presentation ppt lessig education

shared by Barbara Lindsey on 19 Jan 09 - Cached
  • Watch TED Talks clips. :) More suggestions: Presentation Zen Deliver a Presentation Like Steve Jobs The Art of the Pitch (mp3)
  • http://www.edwardtufte.com/bboard/q-and-a-fetch-msg?msg_id=00001B&topic_id=1
  • More recently, I've started watching and deconstructing Lessig's TED talk with my Art & Media Ed students (most of whom are becoming teachers) in order to better understand the power of Lessig's approach. We also review the critiques of PowerPoint put forth by Edward Tufte, Sherry Turkle, and David Byrne. As a point of reference, we view Peter Norvig's PowerPoint reworking of the Gettysburg Address. If you haven't seen it, Norvig's presentation translates Abe Lincoln’s moving 1863 cemetery speech into a series of six generic slides featuring bullet points, bland colors and a nearly incomprehensible ‘Organizational Overview’ graph. It clearly illustrates some of the profound limitations of PowerPoint as a communications tool. In contrast, Lessig uses visuals (and selected text) in a way that truly compliments and extends the conceptual/pedagogical aspects of his presentations. As Chris Tunnell has pointed out, the multiple slides, repeating images, and minimal text allows the audience to focus on, enjoy (and presumably remember) the material being presented. This is further enhanced by the logical (e.g. 3 stories and an argument) and sometimes poetic (e.g. "the refrain") structures that Lessig uses to organize his talks.
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  • http://www.wired.com/wired/archive/11.09/ppt2.html
  • Reusing text
  • Reusing images:
  • XML tags:
  • Minimal text:
Barbara Lindsey

Doodle: Easy Scheduling - 0 views

www.doodle.com/main2.html

plannng scheduling meetings organizing

shared by Barbara Lindsey on 21 Aug 09 - Cached
  • Barbara Lindsey on 21 Aug 09
     
    cross time zones
Barbara Lindsey

reQall - 0 views

www.reqall.com

iphone mobile app organizer

shared by Barbara Lindsey on 09 Sep 09 - Cached
  • Barbara Lindsey on 09 Sep 09
     
    Thanks to coolcatteacher
Barbara Lindsey

10 High Fliers on Twitter - Chronicle.com - 0 views

chronicle.com/...31a01001.htm

twitter web2.0 chronicle college

shared by Barbara Lindsey on 08 Apr 09 - Cached
  • But the real value of Twitter, he says, is what he learns by watching the other messages coming in — from college students, venture capitalists, journalists, and others he follows. "The fact that they're watching the news for me, scouting the Web for me, and editing the Web in real time — that's the value of it," he said. He started using the service more than a year ago after he was encouraged to do so by his friend, the journalism blogger Jeff Jarvis. Mr. Rosen says it complements his own blog, PressThink, letting him reach new audiences and interact with more people.
  • She told me that she regularly pitches stories to journalists via Twitter, and she believes that watching the feeds of journalists helps her build personal relationships with them.
  • Mr. Parry was one of the first to try Twitter as a teaching tool — we wrote about his experiments last year (The Chronicle, February 29, 2008). He has gained many followers of his Twitter feed, where he shares his experiences using technology for teaching and research. He led a panel about microblogging at the annual conference of the Modern Language Association in December, which he organized via Twitter.
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  • A killer application of Twitter is conferences and conference reporting."
  • "What Twitter does is it humanizes our existence by keeping us in touch with people who we're interested in."
  • Mr. McLeod argues that professors have been too slow to adopt Twitter. Academic discussions online often take place on closed e-mail lists, he says, when they should be happening in public forums like Twitter, so that a diverse group of outsiders can join in. "I think academics are actually missing a lot by not being involved in more of these social tools," he told me. "There are a lot of academics who think, 'If it's not coming from some other academic it's not worth a damn,' and that's not right."
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