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Barbara Lindsey

Qik | Product Highlight - 0 views

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    Live video sharing via cell phone
Barbara Lindsey

Twitterank - 0 views

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    Page ranking for twitter users.
Barbara Lindsey

newsmap - 0 views

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    Online list of newspapers from around the world in a tag cloud-like format that is hyperlinked.
Barbara Lindsey

Pipes: Italian Elections Twitter Map - 0 views

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    Geolocalized grassroots chats on Italian elections
Barbara Lindsey

gctgone - Charting w/Google Spreadsheets - 0 views

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    Create great interdisciplinary lessons with Google spreadsheets
Barbara Lindsey

flatclassroomproject » Rubrics - 0 views

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    Three great rubrics for the flatclassroom project
Barbara Lindsey

Minds on Fire: Open Education, the Long Tail, and Learning 2.0 (EDUCAUSE Review) | EDU... - 0 views

  • Perhaps the simplest way to explain this concept is to note that social learning is based on the premise that our understanding of content is socially constructed through conversations about that content and through grounded interactions, especially with others, around problems or actions. The focus is not so much on what we are learning but on how we are learning.5
  • In a traditional Cartesian educational system, students may spend years learning about a subject; only after amassing sufficient (explicit) knowledge are they expected to start acquiring the (tacit) knowledge or practice of how to be an active practitioner/professional in a field.9 But viewing learning as the process of joining a community of practice reverses this pattern and allows new students to engage in “learning to be” even as they are mastering the content of a field. This encourages the practice of what John Dewey called “productive inquiry”—that is, the process of seeking the knowledge when it is needed in order to carry out a particular situated task.
  • In the fall of 2004, Wiley taught a graduate seminar, “Understanding Online Interaction.” He describes what happened when his students were required to share their coursework publicly:
  • ...6 more annotations...
  • The writing students did in the first few weeks was interesting but average. In the fourth week, however, I posted a list of links to all the student blogs and mentioned the list on my own blog. I also encouraged the students to start reading one another's writing. The difference in the writing that next week was startling. Each student wrote significantly more than they had previously. Each piece was more thoughtful. Students commented on each other's writing and interlinked their pieces to show related or contradicting thoughts. Then one of the student assignments was commented on and linked to from a very prominent blogger. Many people read the student blogs and subscribed to some of them. When these outside comments showed up, indicating that the students really were plugging into the international community's discourse, the quality of the writing improved again. The power of peer review had been brought to bear on the assignments.17
  • for any topic that a student is passionate about, there is likely to be an online niche community of practice of others who share that passion.
  • Finding and joining a community that ignites a student’s passion can set the stage for the student to acquire both deep knowledge about a subject (“learning about”) and the ability to participate in the practice of a field through productive inquiry and peer-based learning (“learning to be”). These communities are harbingers of the emergence of a new form of technology-enhanced learning—Learning 2.0—which goes beyond providing free access to traditional course materials and educational tools and creates a participatory architecture for supporting communities of learners.
  • The demand-pull approach to learning might appear to be extremely resource-intensive. But the Internet is becoming a vast resource for supporting this style of learning. Its resources include the rapidly growing amount of open courseware, access to powerful instruments and simulation models, and scholarly websites, which already number in the hundreds, as well as thousands of niche communities based around specific areas of interest in virtually every field of endeavor.22
  • We now need a new approach to learning—one characterized by a demand-pull rather than the traditional supply-push mode of building up an inventory of knowledge in students’ heads. Demand-pull learning shifts the focus to enabling participation in flows of action, where the focus is both on “learning to be” through enculturation into a practice as well as on collateral learning.
  • This new form of learning begins with the knowledge and practices acquired in school but is equally suited for continuous, lifelong learning that extends beyond formal schooling.
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    Seely Brown and Adler article
Barbara Lindsey

Why Would Teachers Use Diigo? | Clif's Notes - 0 views

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    Reader responses to the query: Why would teachers use diigo? Go over to Clif's diigo account and see all the updated responses.
Barbara Lindsey

The Power of Educational Technology: One For Tuesday 3-25-2008 - 0 views

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    Liz Davis does her own screencast of the features of diigo as seen through the eyes of an educator.
Kevin Gaugler

All Things Web 2.0 - Home - 0 views

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    Great directory of new tools.
Kevin Gaugler

Worldmapper: The world as you've never seen it before - 0 views

  • Worldmapper is a collection of world maps, where territories are re-sized on each map according to the subject of interest. There are now nearly 600 maps.
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    A collection of world maps where territories are re-sized according to the subject content. Creative Commons licensed.
Kevin Gaugler

Beyond WebCT: Integrating Social Networking Tools Into Language & Culture Courses - 0 views

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    Barbara's web2.0 course page.
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