- [toread] How I got excited about teaching again – – (assessment coursedesign )
- [toread] Media for Thinking the Unthinkable – – (dh InfoDesign infographics semiotics )
- Simulating The World (In Emoji) – A primer for DH students in understanding procedures and getting a sense of what's possible. By making. In open source. It's playtime. – (dh oer procedural_rhetoric digital_literature )
- Clear the Way for More Good Teachers – The Chronicle of Higher Education – Here's an idea: Use teaching to increase retention. "ratcheting down the bureaucratic mechanisms and meetings and hiring an army of good teachers. If we replaced half of our administrative staff with classroom teachers, we might actually get a majority of our classes back to 20 or fewer students per teacher. This would be an environment in which teachers and students actually knew each other." – (none)
- The 2016 manifesto | manifesto for teaching online – – (oer openeducation manifesto de coursedesign )
- Manifesto for Teaching Online, rewritten for 2015 | jenrossity – – (oer )
We’re closing in on getting classes started for spring, so I’ve been updating syllabi and course statements. I’m really trying to cut – heavily cut – what I provide in the current Weblogs and Wikis statement. Not condense, not rework, but just cut. One problem is that in explaining objectives and criteria for evaluation has to take two forms: one needs to be student-readable, the other is for the administration. For students to learn with, I state these as guides rather than promises/outcomes/objectives/goals:
This course gives you the opportunity to
– Become skilled in navigating, reading, and creating written content in social media.
– Develop an understanding of how social media systems work technically; develop a critical understanding of the rhetorical affordances in social media systems; develop a critical understanding of how people interact socially in these systems; and develop a sense of potentials and pitfalls in the systems and their use.
– Become familiar enough with the concepts of social media communication able to be able to review and articulate social issues and implications.
– Critically consider how social media has and continues to re-shape learning, social, and communicative practices.
– Publish your work with these issues and topics, and comment on your work as it unfolds. aka: Become a cartographer
– Participate in a semester-long conversation about these issues and topics with others in this class and outside the class,
– Synthesize ideas of social media to develop critically-aware, media-specific responses in a number of media.
For the students, they are guides, hopes, things to aspire to. For me, they are what I have to give opportunities for the students to try. But I also evaluate students using these objectives as the course progresses: They are holistic, heuristic, aimed at pedagogical ends of understaning and comprehension, familiarity with new ideas, increasing confidence and expertise. I leave how the student demonstrates each of these unstated, in part because the how wouldn’t make much sense to students until the end of the course, and in part because I don’t wish to close off possibilities for their demonstration by over-defining them, and in great part because this is a class where people learn across time rather than just show at the end. So, how do I know if, for instance, a student is “critically considering how social media has and continues to re-shape learning, social, and communicative practices?” By her way of her writing, among other means. But to specify the criteria by number of words, posts, or something we’ll call engagement is less than useful to the student. I suspect I will see it in her writing, in her use of tags, in her comments on the work of others … I know I have to provide plenty of opportunities for her to practice it, watch for it as she does, and let her know when and where I see it.
But in counterpoint, here are the goals/objectives/criteria/indices I have listed for the non-pediagogical administrative view of the course.
== demonstrate technical proficiency by ==
– setting up and maintaining a weblog for the course, and using it for course purposes
– ditto wiki pages
– ditto Twitter
– demonstrate a growing independence in technical matters over the semester
– demonstrate a broadening of media attempted over the semester
== demonstrate knowledge by==
– engaging with the work of others in the class by commenting and responding
– posting regular work with readings and topics on your blog
– engaging (meaning //annotating, sharing, remixing, repurposing//) materials both assigned and what you find
– searching for and engaging other materials
– engaging in a continuing refactoring of ideas during the course
– a developing depth and quality in your reflections over the semester
== demonstrate responsibility and academic integrity by ==
– attending face to face classes and maintaining a presence on line
– submitting materials on time
– informally documenting sources in the manners appropriate for the web. Linking, obviously, but look at some weblogs and you’ll see how it’s done.)
– not cheating
What are these really? Because they aren’t goals. They are more like statements of necessary conditions for learning to potentially occur. They are purportedly visible and measurable outcomes – not for my use, not for the use by students, but for administration. But there are problems: Since the administration won’t tell faculty what wants to use these statements for, I can’t be more specific and I can’t be sure that I’m specifying anything meaningful to them. If they measurable (or worth measuring), they aren’t calibrated, nor can they be in a useful way. I can say with a degree of certainty that they are pedagogically meaningless in a classroom of any significance, and they don’t provide a measure for evaluating learning. They look like they might, but they don’t.
So, in the statement for students, I add a couple of paragraphs to help make the Borges List perhaps useful to students as learner-readable criteria:
That’s the evidence I’ll look at during the progress of the course. Here are the criteria I’ll use for a final evaluation of your work:
– The complexity of what you take on and how you address it. That is, To what extent have you challenged yourself and the medium?
– The sophistication of ideas with which you address the tasks you set for yourself.
In short, the more challenging the tasks you set for yourself, and the more sophisticated the work you take on, the higher the final grade. These features and criteria emphasize //exploring//, //experimenting//, //developing self-reliance//, as well as traditional academic qualities of //complexity//, //insight//, //tenacity//, and //risk//.
So, horns of a dilemma avoided at the almost-certain risk of confusing students. Maybe next semester, I’ll try color coding things: things students need to know in blue, and administrative text in yellow.
- Education: Where the “Customer” is the “Product” – Ah, welcome back to university. Pity no one's listening. – (none)
- How the Internet changed the way we read – Er, tl;dr. No evidence, nothing new. So read 'em and weep. – (reading literacy attention_economy )
- The future of blogging is blogging – An end of year comment from Martin Weller. "So, no the edublogosphere isn’t what it was. And that’s just great. Becoming a blogger is still the best academic decision I ever made. – (weblogs blogging academicblogging )
- Transmission Model of Communication – David Chandler critiques Shannon and Weaver's model as it has been used in common culture. Not merely mostly harmless. "In short, the transmissive model is of little direct value to social science research into human communication, and its endurance in popular discussion is a real liability. Its reductive influence has implications not only for the commonsense understanding of communication in general, but also for specific forms of communication such as speaking and listening, writing and reading, watching television and so on. In education, it represents a similarly transmissive model of teaching and learning. And in perception in general, it reflects the naive 'realist' notion that meanings exist in the world awaiting only decoding by the passive spectator. In all these contexts, such a model underestimates the creativity of the act of interpretation." – (communication Dh erhetoric )
- The Martian: Allegory of Whose Lives Matter – – (none)
- Dear parents: Let your kids use open source software – Written for parents. A tiny guide and apologia for FOSS. – (foss open_source linux tech_writing )
- Fitzpatrick – The Pleasure of the Blog: The Early Novel, the Serial, and the Narrative Archive – Nifty thesis:” “All blogs, for Himmer, are in some sense literary, because of the nature of their readers’ interactions with them. … Such a claim begins to suggest that the reasons we read blogs may be slightly different than we have often imagined; through this understanding, blogs offer not simply a voyeuristic peek into someone else’s life — though, obviously, that numbers among their pleasures, too — but they also offer a form of writing that engages the reader by requiring her not simply to consume the content presented but also, in some sense, to produce that content, to complete what is present through a knowledge of what is past, an exploration of the ways that that present is situated, and a commitment to return in the future.” – (blogging narrative identity genre reading )
- Can the Student Course Evaluation Be Redeemed? – Takes a broad look at student evals across the country and across fields. Seeking an alternative to student evals: “He cast doubt on their validity and reliability, proposing that instead, professors complete an inventory of the research-based teaching practices they use.” Looks at IDEA student ratings system, and critiques it lightly. Comments support IDEA.IF the idea is to guide the faculty in develop=ing a better course, then IDEA would make a fair model to use. But if that’s how it’s used, there is no reason to report to administration semester by semester. – (student_evaluation assessment )
- Hyperrhiz: New Media Cultures | ISSN 1555-9351 – The academic journal of the future is now. – (DH making new_media )
- [toread] Questioning Student Evaluations – – (evaluation )
- A Deep Dive Into Thinking About 21st Century Leadership – As much as I want to ignore the Let's Make Leadership a Major! trend at out local universities, it's getting hard to, with more and more promotion of what seems invented to sell rather than teach. Here's a good read, however, that starts to sketch the underlying ideologies – and ideologues – to watch for. – (leadership_studies trending )
- When a University President Becomes a Scold – Just waiting for a free day to tinker with this president's rhetorical miscall. – (rhetoric corporaterhetoric )
- the relevence if algorithms – – (algorithms procedural_rhetoric google )
- If This Be Treason, Make the Most of It: the Joys of Academic Labor – An unapologetic peek at academic life as an argument to restore state support for education. – (none)
- [toread] Bad Data Can Lead To Bad Policy: College students don’t spend $1,200+ on textbooks -e-Literate – – (oer )
- An Inconvenient Proof – A primer on data collection and processing. "Unless individuals are offered personal clouds or methodologies that provide privacy by design, it’s time to recognize that keeping people from controlling their personal data means we remove their ability to control their identity." – (privacy identity data_analysis )
- What’s So Radical about Defending Public Education? | The Academe Blog – A brief history of the corporatization – rise in costs, fall in wages, undermining of quality – of the state university. There's no place to hide. – (corporateculture corporatecreep )