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Barbara Lindsey

Why Twitter Will Endure - NYTimes.com - 0 views

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

twitter NYTimes

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

Student challenges prof, wins right to post source code he wrote for course - Boing Boing - 0 views

www.boingboing.net/...student-challenges-p.html

student student-created

shared by Barbara Lindsey on 29 Dec 09 - Cached
  • Kyle's a student at San Jose State University who was threatened with a failing grade for posting the code he wrote for the course -- he wanted to make it available in the spirit of academic knowledge-sharing, and as code for potential future employers to review -- and when he refused, his prof flew into a fury and promised that in future, he would make a prohibition on posting your work (even after the course was finished) a condition of taking his course.
  • The most important lesson from it for me is that students want to produce meaningful output from their course-assignments, things that have intrinsic value apart from their usefulness for assessing their progress in the course. Profs -- including me, at times -- fall into the lazy trap of wanting to assign rotework that can be endlessly recycled as work for new students, a model that fails when the students treat their work as useful in and of itself and therefore worthy of making public for their peers and other interested parties who find them through search results, links, etc.
  • And in this case, it's especially poignant, since Kyle's workflow actually matches the practices of real-world programmers And academic computer scientists: coders look at one anothers' examples, use reference implementations, publish their code for review by peers. If you hired a programmer who insisted that none of her co-workers could see her work, you'd immediately fire her -- that's just not how software is written. Kyle's prof's idea of how computer programmers work is exactly what's meant by the pejorative sense of "academic" -- unrealistic, hidebound, And out-of-touch with reality. Bravo to Kyle for stAnding his ground!
  • ...4 more annotations...
  • I love learning by making my own mistakes - and that is certainly part of learning to be a decent programmer
  • Or are we to allow that "this is a solved problem, that is a solved problem (read about it here if it helps) but here is a real-world problem that needs research done on it..."
  • Wouldn't it be great if universities once again became places where new knowledge grew and spread from, rather than where it went to be locked up and die?
  • The model of "Trust no-one and write all your code yourself" is outdated. The model of "Trust your fellow humans and write your code with their help" is the future.
  • Barbara Lindsey on 29 Dec 09
     
    Thx to Russel Tarr
Barbara Lindsey

Wade Davis on the worldwide web of belief and ritual | Video on TED.com - 0 views

www.ted.com/..._web_of_belief_and_ritual.html

ted culture language

shared by Barbara Lindsey on 17 Jan 10 - Cached
  • Right now, as we sit here in this room, of those 6,000 languages spoken the day that you were born, fully half aren't being taught to children. So you're living through a time when virtually half of humanity's intellectual, social and spiritual legacy is being allowed to slip away. This does not have to happen. These peoples are not failed attempts at being modern -- quaint and colorful and destined to fade away as if by natural law.
  • The myriad voices of humanity are not failed attempts at being us. They are unique answers to that fundamental question: What does it mean to be human and alive? and there is indeed a fire burning over the earth, taking with it not only plants and animals, but the legacy of humanity's brilliance.
  • In every case, these are dynamic, living peoples being driven out of existence by identifiable forces. That's actually an optimistic observation, because it suggests that if human beings are the agents of cultural destruction, we can also be, and must be, the facilitators of cultural survival.
  • Barbara Lindsey on 17 Jan 10
     
    Right now, as we sit here in this room, of those 6,000 languages spoken the day that you were born, fully half aren't being taught to children. So you're living through a time when virtually half of humanity's intellectual, social and spiritual legacy is being allowed to slip away. This does not have to happen. These peoples are not failed attempts at being modern -- quaint and colorful and destined to fade away as if by natural law.
Barbara Lindsey

GrandCentral To (Finally) Launch As Google Voice. It's Very, Very Good. - 0 views

www.techcrunch.com/...oogle-voice-its-very-very-good

grandcentral google voicemail phone cell

shared by Barbara Lindsey on 12 Mar 09 - Cached
  • GrandCentral, a phone management service that first launched in 2006 and was acquired by Google for $50+ million in 2007,
  • The basic idea around GrandCentral is “one phone number for all your phones, for life.” Grand Central gives you one phone number that can access all your numbers, whether they be cell, home, mobile, and work numbers; the GrandCentral numbers stay the same
  • The service was free and is still going to be free. Users can purchase credit (much like Skype) to make international calls at rates far below what they normally pay. GrandCentral will also remain solely a U.S. service.
  • ...5 more annotations...
  • Google wants people to use their Google Voice phone number exclusively (and in fact it’s the only way to use it properly)
  • A problem with the original service – it didn’t allow text messaging, so you had to tell people your mobile number as well if you wanted to send and receive text messages with them. Now, Google Voice will accept text messages and forward them on to your mobile phone.
  • All voicemails are transcribed easily saved into the system and searchable. Users can add notes or tags to voicemails and each transcription details how confident Google is about the success of voice transcription; Google Voice highlights word in lighter color that they are not confident were subscribed properly. and transcription takes about 30 seconds to be seen in the system from the end of a voicemail.
  • Google has added new settings that allow users to route calls from specific people straight to voicemail, or your mobile phone, etc, instead of having to state their name and then be forwarded accordingly.
  • Conference and International Calls: Google Voice also added a conference calling feature allowing conference calls of up to six participants and recording abilities. International calls can also be made through the system at very reasonable rates. For example, voice calls to France are $0.02 per minute, to France mobile phones $0.15 per minute, and to China $0.02 per minute. These rates are about the same as Skype’s international phone rates.
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.
  • ...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.
Barbara Lindsey

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

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

Harvard openaccess research

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

Digitally Speaking / Social Bookmarking and Annotating - 1 views

digitallyspeaking.pbworks.com/ial-Bookmarking-and-Annotating

diigo del.icio.us social bookmarking Ferriter actfl09

shared by Barbara Lindsey on 14 Nov 09 - Cached
  • Many of today's teachers make a critical mistake when introducing digital tools by assuming that armed with a username and a password, students will automatically find meaningful ways to learn together.  The results can be disastrous.  Motivation wanes when groups using new services fail to meet reasonable standards of performance.  "Why did I bother to plug my students in for this project?" teachers wonder.  "They could have done better work with a piece of paper and a pencil!"
  • With shared annotation services like Diigo, powerful learning depends on much more than understanding the technical details behind adding highlights and comments for other members of a group to see.  Instead, powerful learning depends on the quality of the conversation that develops around the content being studied together.  That means teachers must systematically introduce students to a set of collaborative dialogue behaviors that can be easily implemented online.
  • intellectual philanthropy and collective intelligence
  • ...6 more annotations...
  • While these early interactions are simplistic processes that by themselves aren't enough to drive meaningful change in teaching and learning, they are essential because they provide team members with low risk opportunities to interact with one another around the topics, materials and instructional practices that should form the foundation of classroom learning experiences.
  • A tagging language is nothing more than a set of categories that all members of a group agree to use when bookmarking websites for shared projects.
  • In Shirky's terms, teams that embrace social bookmarking decrease the "cost" of  group transactions.  No longer do members resist sharing because it's too time consuming or difficult to be valuable. Instead, with a little bit of thought and careful planning, groups can make sharing resources---a key process that all learning teams have to learn to manage---remarkably easy and instant.
  • Imagine the collective power of an army of readers engaged in ongoing conversation about provocative ideas, challenging one another's thought, publicly debating, and polishing personal beliefs.  Imagine the cultural understandings that could develop between readers from opposite sides of the earth sharing thought together.  Imagine the potential for brainstorming global solutions, for holding government agencies accountable, or for gathering feedback from disparate stakeholder groups when reading moves from a "fundamentally private activity" to a "community event."
  • Understanding that there are times when users want their shared reading experiences to be more focused, however, Diigo makes it possible to keep highlights and annotations private or available to members of predetermined and self-selected groups.  For professional learning teams exploring instructional practices or for student research groups exploring content for classroom projects, this provides a measure of targeted exploration between likeminded thinkers.
  • Diigo takes the idea of collective exploration of content one step further by providing groups with the opportunity to create shared discussion forums
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

How Web-Savvy Edupunks Are Transforming American Higher Education | Fast Company - 0 views

www.fastcompany.com/...who-needs-harvard.html

edupunk education higher ed

shared by Barbara Lindsey on 11 Aug 09 - Cached
  • "The Internet disrupts any industry whose core product can be reduced to ones and zeros," says Jose Ferreira, founder and CEO of education startup Knewton. Education, he says, "is the biggest virgin forest out there." Ferreira is among a loose-knit band of education 2.0 architects sharpening their saws for that forest.
  • MIT in 2001, when the school agreed to put coursework online for free.
  • "We're changing the culture of how we think about knowledge and how it should be shared and who are the owners of knowledge."
  • ...4 more annotations...
  • "Colleges have become outrageously expensive, yet there remains a general refusal to acknowledge the implications of new technologies," says Jim Groom, an "instructional technologist" at Virginia's University of Mary Washington and a prominent voice in the blogosphere for blowing up college as we know it. Groom, a chain-smoker with an ever-present five days' growth of beard, coined the term "edupunk" to describe the growing movement toward high-tech do-it-yourself education. "Edupunk," he tells me in the opening notes of his first email, "is about the utter irresponsibility and lethargy of educational institutions and the means by which they are financially cannibalizing their own mission."
  • The edupunks are on the march. From VC-funded startups to the ivied walls of Harvard, new experiments and business models are springing up from entrepreneurs, professors, and students alike. Want a class that's structured like a role-playing game? An accredited bachelor's degree for a few thousand dollars? A free, peer-to-peer Wiki university? These all exist today, the overture to a complete educational remix.
  • "If universities can't find the will to innovate and adapt to changes in the world around them," professor David Wiley of Brigham Young University has written, "universities will be irrelevant by 2020."
  • The challenge is not to bring technology into the classroom, he points out. The millennials, with their Facebook and their cell phones, have done that. The challenge is to capture the potential of technology to lower costs and improve learning for all.
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

Obama and Higher Education - Romance and Reality - HigherEd Careers - HigherEdJobs.com - 0 views

www.higheredjobs.com/...interviews.cfm

higher ed funding education tenure

shared by Barbara Lindsey on 01 May 09 - Cached
  • I don't expect direct subsidies for education will matter generally - especially in the humanities. Investments in science, technology, and health care will boost large research universities that depend on grants. The next 8 years will be good to scientists at MIT, Cal Tech, and Johns Hopkins, among others. Better to be a "real" scientist than a "social" scientist.
  • Faculty should expect less and less security. Major universities have been shifting away from tenured faculty toward lecturers - and that may well be a good trend. Lecturers tend to be closer to the "real world," which comes along with more practical skills. Likewise, growth in higher education will be greater in community and technical colleges. Job security there is directly related to performance - not tenure. We may, thankfully, be moving toward more accountability for teachers and less security for the dead wood among our faculties.
  • If you're looking for innovation and change in higher education , take a train to your state capitol building. Avoid that flight to DC.
  • ...3 more annotations...
  • At Harvard, we're seeing fewer hires because of the economy, but when we do make hires, we're looking for cross-disciplinary scholars.
  • for my students I ask them to write skill-based resumes. Their job histories should be downplayed and woven into the skills they can bring to employers.
  • For other professors, I've seen a lot of my colleagues come and go from here. Those who have been successful (either at Harvard or at their next jobs) understand that their learning only begins when they get a Ph.D. Some of my friends from graduate school thought they had reached some "finish line" when they got their doctorates. That's crazy. That's the starting line. Scholars who have successful careers diversify their skills and interests. They keep up with journals while also trying to become more "public intellectuals." I think of it this way: even though we're not in a Ph.D. program any longer, we should imagine ourselves getting a new Ph.D. every six years. We're not just in the "teaching business," we're in the "learning business." As the world changes, we need to, too.
Barbara Lindsey

Upwardly Mobile » Blog Archive » Mobile Phones in the Classroom - Education Review Article - 0 views

tonitwiss.com/?p=483

mobile students

shared by Barbara Lindsey on 14 Sep 09 - Cached
  • David Warlick asks on his blog; “what will we ask on our tests when students come in with Google in their pockets? Will they be better questions than we ask today?” Web-capable mobile phones allow users to both access and create the information which is shared on the Internet. My research explored the reality of making use of the mobile phone as a tool for accessing the Internet and the reaction of both teachers and their students to having ‘information on-demand’ or ‘Google in their pocket’.
  • Are students learning to cope with information overload and to become critical and discerning in their use of information? Hedley Beare (2002) has written extensively on the future of schooling. He states that it is ironic “that teachers currently give the information out to students that they have already deemed to be correct. There is not authentic context requiring students to critique information”. It is the ability to critique and use information that is such a crucial skill.
  • My research found that often students were being set internet based ‘research’ activities for homework with very little guidance as to how to go about finding the desired information, or more importantly what to do with it.
  • Barbara Lindsey on 14 Sep 09
     
    David Warlick asks on his blog; "what will we ask on our tests when students come in with Google in their pockets? Will they be better questions than we ask today?" Web-capable mobile phones allow users to both access and create the information which is shared on the Internet. My research explored the reality of making use of the mobile phone as a tool for accessing the Internet and the reaction of both teachers and their students to having 'information on-demand' or 'Google in their pocket'.
Barbara Lindsey

The Device Versus the Book -- Campus Technology - 0 views

campustechnology.com/...he-Device-Versus-the-Book.aspx

ebooks campustech

shared by Barbara Lindsey on 05 May 10 - Cached
  • reading for learning is not the same activity as reading for pleasure, and so the question must be asked: Do these devices designed for the consumer book market match up against the rigors of academic reading?
  • Each school ran its pilot in courses that used texts without color graphs or complex illustrations, so that the known limitations of the devices’ E Ink grayscale electronic-paper display wouldn’t be a hindrance in the students’ learning.
  • There were qualities of both the Kindle DX and Sony Reader that the students felt showed promise, and that made them enthusiastic for the day when e-readers’ functionality as an academic tool becomes a reality. These features include the easy-to-read E Ink screen; the size, weight, and durability of the devices; and the long battery life. But students encountered limitations in the devices that made them inadequate for reading academic texts.
  • ...5 more annotations...
  • students need to be able to highlight important passages, make notes in the margins of the text, and quickly skim through passages to refresh and compare information. In all three pilots, the students felt that e-readers were not yet ready to meet these academic needs.
  • the Kindle’s small keyboard makes the annotation process very labor-intensive
  • Because the keyboard is so small, and because there was a significant latency between typing the note and the note appearing on screen, a lot of students found that they were overtyping. Many of the students got fed up with the keyboard, so they would just read on their Kindle and make notes in a separate notebook.” Also, the Kindle allows readers to make annotations only in e-book-format files, meaning that students couldn’t insert notes on any PDF-format files that were on the devices. “I think the first [e-reader] manufacturer that figures out how to make a PDF that you can also annotate is going to snag this market,” Temos predicts.
  • He is hesitant, though, to say that this problem is primarily because of a deficiency in the device, when it could just as easily be that the students need to adapt to using a new technology. “[ASU is] going to look at whether this is something that students get used to in the second semester of the pilot and eventually prefer, or if it remains consistent that they continue to prefer paper,” he says. “I think we don’t know that yet.”
  • Highlighting text with the Kindle was not much easier or more satisfying for Princeton students. Much of the difficulty was due to the inability to highlight in color on the grayscale E Ink screen. “The highlighting on the Kindle isn’t actually highlighting; it just makes an underline,” Temos explains. “The students want something more emphatic than that.” Students also found it awkward to highlight long passages using the trackball. “Highlighting over a page break on the Kindle is a real feat,” Temos laughs. “If you actually extend your highlight from one page to the next you feel a real sense of accomplishment.”
Barbara Lindsey

academhack » Blog Archive » Seriously Can We End This Debate Already - 0 views

academhack.outsidethetext.com/...can-we-end-this-debate-already

academhack wikipedia britannica roml5395

shared by Barbara Lindsey on 02 Oct 09 - Cached
  • What you want from a secondary source is a good introduction to a concept, that is mostly reliable, up-to-date, entries for as many topics as possible, connections to where to go to learn more, and easy and ubiquitous (as possible) access. A secondary source is not an in depth analysis which upon reading one is suddenly an expert on said entry or topic, it’s not designed to be. It is just a good overview. No secondary source is going to be completely accurate, or engage in the level of detail and nuance which we want from students, or that is required to fully “know” about a subject.
  • The issue is not that Wikipedia is or is not reliable and thus should be banned in academic environments, rather the issue is that Wikipedia is a secondary source and thus should not be treated as a primary one.
  • Wikipedia has substantial advantages over any prior encyclopedia model.
  • ...2 more annotations...
  • The breadth of knowledge, its ability to be linked to other knowledge, its cost (free), its up-to-dateness, and its preservation of editorial discussions (it records not only the article but the discussion which produced said article) makes it far more useful. and that doesn’t even begin to address things like how much easier Wikipedia is to use for mash-ups and data extraction, repurposing the information for other reference works.
  • Instead lets talk to students about how appropriately to use secondary sources, how to understand how encyclopedias function, how all encyclopedias are biased, all knowledge is discursive, and focus on teaching students how to judge credibility and accuracy instead of outsourcing it to people at Britannica.
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.
  • ...5 more annotations...
  • http://www.wired.com/wired/archive/11.09/ppt2.html
  • Reusing text
  • Reusing images:
  • XML tags:
  • Minimal text:
Barbara Lindsey

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.
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.
Barbara Lindsey

Bureau of Educational and Cultural Affairs Partnership with Carnegie Hall Connects Music Students in New York City with Peers in Istanbul, Turkey - 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.
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  • 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.
Barbara Lindsey

From Participation to Creation - 2020 Forecast: Creating the Future of Learning - 0 views

www.futureofed.org/...fromParticipation

future education knowledgeworks participation

shared by Barbara Lindsey on 04 Dec 09 - Cached
  • The primary story within our last forecast, the 2006 KWF/IFTF Map of Future Forces Affecting Education, was about participation. Specifically, that forecast showed how individuals and groups were taking advantage of participatory media, creating “smart networks” to form groups, and creating value through bottom-up collaboration in “grassroots economies.” Participants were beginning to exchange learning resources, form smart education mobs, and release education from traditional institutions. All this participation was converging with a host of other external forces to effect real changes in the learning enterprise.
  • The 2020 Forecast depicts a set of forces that are pushing us to create the future of learning as an ecosystem, in which we have yet to determine the role of education institutions as we know them today.
  • Barbara Lindsey on 04 Dec 09
     
    "The primary story within our last forecast, the 2006 KWF/IFTF Map of Future Forces Affecting Education, was about participation. Specifically, that forecast showed how individuals and groups were taking advantage of participatory media, creating "smart networks" to form groups, and creating value through bottom-up collaboration in "grassroots economies." Participants were beginning to exchange learning resources, form smart education mobs, and release education from traditional institutions. All this participation was converging with a host of other external forces to effect real changes in the learning enterprise."
Barbara Lindsey

Social Media in Africa, Part 2: Mobile Innovations - ReadWriteWeb - 0 views

www.readwriteweb.com/...ia_in_africa_part_2_mobile.php

mobile_phones africa social_networking mobile

shared by Barbara Lindsey on 13 Sep 09 - Cached
  • social media technology conference PICNIC2008
  • conference featured prolific social entrepreneurs and technology developers from around the world who offered insight into various projects from the African continent.
  • Africa is unique in that it seems to have bypassed the same era of community infrastructure building that has occurred in developed nations around the world.
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  • most of the technologies that currently permeate Africa aren't terrestrial. There are very few telephone lines, but mobile penetration is higher than any other region in the world.
  • Instead, internet connectivity is distributed nearly entirely by satellite.
  • The developers who are coming up with solutions in the continent, the ones who are writing software or hacking hardware, are creating for some of the harshest environments and use-cases in the world. If it works in Africa, it will work anywhere."
  • Perhaps this thought is what motivated Google to invest in O3B Networks earlier this month. O3B Networks is an ambitious attempt to bring three billion people in the developing world (mainly in parts of Asia and Africa) online by launching sixteen inexpensive, low-orbit satellites. The potential benefits for Google are obvious. This is three billion new internet users, who will more than likely use Google to search, and who will potentially click-through Adsense links and use other Google products. An indicator that Google may be anticipating as much is their move into Africa last year. They've since opened offices and hired people in both South Africa and Kenya with plans to eventually operate out of all sub-Saharan African countries.
  • At the end of 2007 there were over 280 million mobile phone subscribers in Africa, representing a penetration rate of 30.4% Africa has become the fastest growing mobile market in the world with mobile penetration in the region ranging from 30% to 100% from country to country. Fastest growing markets are in Nigeria, South Africa and Egypt
  • The Democratic Republic of Congo, population 60 million, has 10,000 fixed telephones but more than a million mobile phone subscribers. In Chad, the fifth-least developed country, mobile phone usage jumped from 10,000 to 200,000 in three years.
  • Micro-payments and Mobile Banking
  • Mobile News Reporting
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