- Reflections on open courses « Connectivism – "MOOCs embody, rather than reflect, practices within the digital economy" and other premises. nice reflexive piece on designing, practicing, and convincing deans that MOOCs are worth trying – (OLR MOOC social_learning DE )
- Does your org have a Facebook Page comment escalation flow-chart? ~ Stephen’s Web – Stephen Downes on what decorum becomes when run through an organization. Good teaching tool? Not so much. The principle behind the decorum is CYA rather than Do No Harm or Show Practical Wisdom. – (socialpractices rhetoric decorum )
- A Framework for Teaching with Twitter – – (twitter socialpractices socialsoftware twwt )
- Naked CIO: Apple’s iPad – why it’s iBad for business IT | Page 2 | CIO Insights | silicon.com – Businesses stay clear of ipad. Why? "All they care about is selling volume to pimply-faced teenagers looking for the next big thing. It is not in their business model and so it can't be in ours." Talk about a specious argument. I say, Fine. Keep ipads out of business. we spotty-faced pros do just fine without your tribe. – (business tribalism rhetoric fyc iPad )
- The Quitting Tale That Suckered the Whole Internet – hoax fyc newmedia – (none)
- girl quits job on dry erase board exposes farmville boss called her hopa theCHIVE – New media, used dangerously. – (newmedia fyc erhetoric rhetoric )
- Brian Lamb calls for open access to academic knowledge – Comments on Brian Lamb's comments on OER at London conference. It's criminal, not to share. – (OER education openeducation wikihandbook )
- Ben Davis on social media art – artnet Magazine – "Is there any more interesting way to think about the topic than the loose and impressionistic manner that it is currently framed?" Of course there is. And the doscussion is just getting started. – (semiotics social_art socialmedia newmedia rhetoric )
- IPCC Rainforest eco-tastrophe claim confirmed as bunk • The Register – – (Rhetoric Fyc Scaremongering )
- Shirky: Broadcast Institutions, Community Values – "The order of things in broadcast is "filter, then publish." The order in communities is "publish, then filter." If you go to a dinner party, you don't submit your potential comments to the hosts, so that they can tell you which ones are good enough to air before the group, but this is how broadcast works every day. Writers submit their stories in advance, to be edited or rejected before the public ever sees them. Participants in a community, by contrast, say what they have to say, and the good is sorted from the mediocre after the fact." – (publishing2.0 socialpractices editing filters freelancing )
- Tales of a MD/PhD student: What’s the Deal with Neuromarketing? – A brief critique of neuromarketing with links to others. In brief, marketers may be making claims about the funtioning of the brain with no evidence. The bicameral brain, part 2. – (neuromarketing rhetoric )
- How Online Retailers Read Your Mind – Gadgetwise Blog – NYTimes.com – Color and design don't persuade but make the mind receptive to an aspect of a message. – (rhetoric fyc visualrhetoric visualliteracy erhetoric neuromarketing )
- Restaurants Use Menu Psychology to Entice Diners – NYTimes.com – Light reading for FYC. Assignment: List five ways you could revise the menu to make even more profit – without alienating diners. Extra points for emerging with your ethos intact. – (rhetoric socialpractices fyc )
- if:book: when we get what we want – End of year, communal reading of FW, social media. – (reading socialmedia en3177 books FW )
- A Speculative Post on the Idea of Algorithmic Authority « Clay Shirky – A consideration on a spectrum of authority from "good enough" to "cite it in the diss." – (authority wikipedia rhetoric )
- 500 Internal Server Error – 500 Internal Server Error – (none)
- Lifehacker – Microsoft’s Browser Comparison Chart Offends Anyone Who’s Ever Used Another Browser – Internet Explorer 8 – – (rhetoric )
- The Intermittent Kevin – Find My iPhone works, and it is awesome. – Story of how a Lego-Geek lost and then found his iPhone in Chicago. A good story well told. – (socialpractices iPhone )
Kathleen Black Yancey in her recent NCTE report Writing in the 21st Century (pdf) touched a chord for mobile teaching of writing.
Yancey sketches a 19th and 20th century history of writing in America, and mentions the changing spaces of composing, from pen and ink, to pencil, to ballpoint, to typewriter, to stand-alone PC, to networked PC/camera.
Here, she centers on a few observations that take me into mobile learning and mobile learning software.
- Our current model(s) of composing are located largely in print, and it’s a model that culminates in publication. When composers blog as a form of invention or prewriting, rather than as a form of publication (which I did in composing this text: see firstname.lastname@example.org ), what does that do to our print-based model(s) of composing that universally culminate in publication?
- How do we define a composing practice that is interlaced and interwoven with email, text-messaging, and web-browsing? As Mark Poster observes, composing at the screen today isn’t composing alone: it’s composing in the company of others. How does that change our model(s) of composing?
- How does access to the vast amount and kinds of resources on the web alter our model(s)?
Composing is ubiquitous, Yancey claims in a statement designed to redefine the teaching of composing from K – 12 on. And so sites of composing are open for teaching and learning on the fly. But on the fly doesn’t mean without pedagogy. It means that because we can’t control the environment for composing or teaching composing, we need a strong, well-grounded pedagogy
I’m all for saying goodbye to the print-based aims and means of composing, but people are still heavily invested in it. It’s safe, known, bounded, academic. I watch students draft and edit in Word then paste a finished version into the wiki for presentation. They love that grammar checker, spelling checker, and word count; they love that double spacing; they love that paper. They love it because they have developed writing practices suited to paper from working with paper – like interlinear editing – and have yet to become deft at online and networked versions of those practices.
Anyway, a few points for mobile teaching and learning, starting from Yancey:
- Where in a composing process based on paper (the model students bring with them) would a second or third person enter – and how? By IM, txt, email, comment? a look over the shoulder? Where in the process is the trial balloon of posting ideas and chunks to a blog or wiki for feedback from others? What does the text look like at that point? It might be ThreadMode on a wiki, or something less structured, or (yikes) something more structured. (Going to articulated sentences too early in the process make it difficult to rip them down to restructure.)
- What has to be unlearned or challenged as the site of composing changes?
- Look to how txt poetry has been composed for a start, and look to how people compose txts. The other morning, I watched a woman compose and send a 3 line txt msg on her qwerty phone between ordering, paying for, waiting for a coffee. On other mornings, when the coffee line was long, I composed and snapped a pic, annotated it with a note – about waiting in line – and posted it to Brightkite for whoever was looking in. What’s the process engaged there? What’s the exigence?
- Composing goes on between other activites in the same composing space. Even as I compose this blog post, I’m doing some directory maintenance on a server, flipping between composing in ecto and deleting files in Transmit – and still having time on my hands while wait. Not two writing tasks, but two tasks. Walking and chewing gum.
- To teach composing open to mobile learning, we may have to start with writing that stays online, that is not meant for print. Change the ends – the delivery – and the means might have to change.
- Look at the physical, social, and cognitive activities that people engage and draw on when composing in the interlaced social space – composing in the company of others – to develop a model of composing. Start with the environs.
And then consider what a mobile course in 21st century composing might look like.