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Barbara Lindsey

Collaborize Classroom - Online Education Technology for Teachers and Students - 1 views

www.collaborizeclassroom.com/?utm_source=PR&utm_medium=PE&utm_campaign=PR_PE

lms cms free online education education2.0

shared by Barbara Lindsey on 24 Aug 11 - No Cached
  • Barbara Lindsey on 24 Aug 11
     
    fall 2011 syllabus
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

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.
  • ...2 more annotations...
  • 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

The Role of Classrooms and the iSchool Initiative in the 21st Century - The iSchool Initiative - 0 views

ischoolinitiative.ning.com/...the-role-of-classrooms-and-the

ischool travisallen mobile learning

shared by Barbara Lindsey on 10 Jun 10 - Cached
  • Technology also increases the teacher's ability to target different learning styles simultaneously. If a student feels that he or she did not get a full understanding of the day's material, they can then access that same information from many angles, get different perspectives, and have it explained in different ways.
  • In the past, the classroom, and perhaps some books, were the student's only access to knowledge. Now, with continuous, seamless, instant access to all knowledge; the classroom must become a knowledge refiner, and integrate its self into this continuous stream of information.
  • Barbara Lindsey on 10 Jun 10
     
    Technology also increases the teacher's ability to target different learning styles simultaneously. If a student feels that he or she did not get a full understanding of the day's material, they can then access that same information from many angles, get different perspectives, and have it explained in different ways.
Barbara Lindsey

Personalizing Learning - The Important Role of Technology - Open Education - 0 views

www.openeducation.net/...e-important-role-of-technology

21stcenturylearning personalizing learning technology europe

shared by Barbara Lindsey on 03 May 10 - Cached
  • In Europe, students in each and every school are expected to have access to a safe and secure personal online learning space. In fact, that commitment has been in place since March of 2008.
  • personalization requires an end to the days of teachers going inside a classroom and closing their door to the outside world.
Barbara Lindsey

becoming - Be(coming) a Digital Citizen - Learning in Classroom 2.0 - 0 views

becoming.wikispaces.com/en+-+Learning+in+Classroom+2.0

wiki beyondpowerpoint nectfl

shared by Barbara Lindsey on 27 Mar 10 - Cached
  • Barbara Lindsey on 27 Mar 10
     
    This section of this wiki has a lot of great information on new kinds of presentation tools for students
Barbara Lindsey

Ending the semester, Lessons Learned (Part 4: Assessment) | Language Lab Unleashed! - 0 views

www.languagelabunleashed.org/...sons-learned-part-4-assessment

assessment student-centered student-created sawhill

shared by Barbara Lindsey on 30 Jul 09 - Cached
  • I see teaching as constantly re-tooling, tweaking, re-evaluating, scrapping, starting over.
  • One of my goals for this class (and for me) was to see what student-centered assessment would look like in a conversation class. I took a big leap and gave the reigns over to them. The content of the class and flow of the class was based on their interested and idea. They were there because they had personal goals that needed to be acknowledged and realized… or at least approximated.
  • What would happen if I felt they didn’t merit the grade they said they did? what if they all wanted an A+?
  • ...5 more annotations...
  • This is what I asked each student to do: 1) create a series of three goals or metas, one progressively more complex than the other, and each building upon the other, that were to be accomplished his term. The first goal was to be done by the end of March, the second by the end of April, the third maybe by the end of the term…but probably not. 2) create a series of tasks that s/he felt would lead to realizing those goals. 3) blog about about his or her progress at least 2 times per week 4) At the end of the term: write up a final self assessment (in English or in Spanish), reflecting upon the progress completed, including the work done in class that would contribute to these goals, and assign a grade for the term. The students needed to evidence of their progress as a way of justifying their chosen grade. CAVEAT: If the grade s/he chose was lower than one than I would have selected, they would get my grade and an explanation. If the grade was higher, we would continue the conversation and try to see what it was that I was missing. I was willing to be (and wanted to be!) swayed, given that this was the student’s assessment of his/her personal learning goals in Spanish.
  • Some (but very few indeed) met ALL of their goals. Almost all acknowledged that they had set up unrealistic expectations for themselves (in terms of how much they could get done in a semester) and many used their self assessment as a way to set up future goals for their language growth. (Exactly the kinda thing you hope to see happen…learning extending beyond the limits imposed by the classroom).
  • A shy, timid young man, he did not mention in his evaluation the class discussion he led, and managed, and blogged about at the end of the term… nor did he see how any of this was helping him move towards his most lofty goal…to be able to travel with friends in Spain and to be able to communicate with ease and without anxiety.
  • It pains me to read this, but not because of the critiques she makes about me, the tools, or the class. It pains me because Edie passed on an opportunity to try something new, experiment, take a calculated risk…all things she will eventually have to do when she travels in another culture. It’s sad because she was the only student who did not “let go” of something during the semester and instead just held on tight to how she wanted this class to be, vs how it really, truly was. Unstructured to her meant undirected. Allowing the group to decide the flow of the class frustrated her, because the cadence of the class was not one that was controlled by the teacher and therefore predictable
  • In the end, she presented me with a chart that logged over 40 hours of Skype conversations with a native speaker she eventually found, and 110 pages (!) of chat transcripts with others with whom she tried to make regular contact. In class, as a result of her out of class experiences, she became more involved and engaged, eventually leading a class discussion about her interests in music, but doing so such that it wove itself in with the topic the class was discussing that week.
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

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

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

ipad openculture abilene

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