Jun 20 2008

Some food for thought….

Published by JoAnn under General

“In an era in which everyone has a truth and the means to fling it around the world, an era in which knowledge is increasingly broad but seldom deep, Maybe that’s the ultimate act of sedition: to pick up a single book and read it” ~ Leonard Pitts, Miami Herald

Last week I had an “aha” moment after reading an opinion piece in the newspaper. The columnist wrote an article on the impact that multitasking is having on individuals’ ability to put time aside to read. Although this piece was not directed at education I felt that a number of his points helped to explain some of the issues that we have with today’s students, and started me thinking about different ways to design learning activities….

I have included a copy of the article below. If you have a moment please read it and then let me know what you think?

Miami Herald
Posted on Sun, Jun. 15, 2008
Web Age turns books into indulgence
By LEONARD PITTS JR.

I had thought it was just me.

In reading the cover story in the new issue of The Atlantic, however, I have learned that I am not alone. There are at least two of us who have forgotten how to read.

I do not mean that I have lost the ability to decode letters into words. I mean, rather, that I am finding it increasingly difficult to read deeply, to muster the focus and concentration necessary to wrestle any text longer than a paragraph or more intellectually demanding than a TV listing.

You’re talking to a fellow whose idea of fun has always been to retire to a quiet corner with a thick newspaper or a thicker book and disappear inside. But that has become progressively harder to do in recent years. More and more, I have to do my reading in short bursts; anything longer and I start drowsing over the page even though I’m not sleepy, or fidgeting about checking e-mail, visiting that favorite website, even though I checked the one and visited the other just minutes ago.

I’ve tried to figure out why my concentration was shot, but no explanation satisfied: I watch less television than most folks and am no more busy than I was 10 years ago.

Now, author Nicholas Carr posits a new theory. In ”Is Google Making Us Stupid?” he notes that he and many of his literary friends report the same experience, leading him to wonder if the Internet is not rewiring our very brains, not altering the hard drive of the human computer. The culture of hyperlinks, blogs and search engines that return more results than you could read in a lifetime is, he argues, changing the way we read and, indeed, think.

You hardly need me to sell you on the benefits of the Internet. Sitting at her desk, the average human being now has instant access to a vast universe of information a previous generation could not have begun to dream.

But what if the very vastness of that universe, the very fact of so much out there to know and so little time to know it in, requires a tradeoff in concentration and focus? I mean, we may have more options than ever before, but we’re still dealing with the same 24 hour days we’ve always had. And the Internet does little to filter or prioritize the information it retrieves — it simply dumps it on your head and leaves it to you to figure out. So perhaps it is to be expected that we learn to skim and scan information, but lose the ability to truly absorb and analyze it.

Granted, this is all theory. To the best of my knowledge, no one has yet subjected it to scientific rigor. But it is compelling, nevertheless.

A couple of weeks ago, I read Scott McClellan’s book, What Happened, for this column. Deadlines being what they are, I had to wolf down the last 200 pages in a single day. I chose an uncomfortable chair to minimize the danger of dozing off, allowed myself only one Internet break.
I would read this book. Nothing else. Just read.

It was difficult. I felt like I was getting away with something, like when you slip out of the office to catch a matinee. Indeed, I’d have felt less guilty sitting in a matinee. I had to keep reminding myself that this was OK, that, indeed, this was work.

It wasn’t until somewhere around the third hour that I began to unclench, to stop feeling guilty for spending so much time focused on this one bit of matter plucked from a surging sea of knowledge. It felt . . . liberating.

In an era in which everyone has a truth and the means to fling it around the world, an era in which knowledge is increasingly broad but seldom deep, maybe that’s the ultimate act of sedition: to pick up a single book and read it.

The hours I spent reading McClellan’s book felt like an escape, like I had stepped off a treadmill for the first time in years. The pages fell away and the hours got lost.

I don’t know about you, but I could use more days like that.

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Jun 17 2008

Culturally Relevant Case Studies

Published by JoAnn under Instructional Design, General

A friend of mine sent an article link that I thought some of you would be interested in reviewing as you modify fall course offerings. The article published in Frontiers is titled “Enduring Legacies Native Cases: Enriching Online Programs with Culturally Relevant Curriculum” discusses a case based curriculum developed by a group of Washington colleges for delivery in the classroom and online. Early findings have found that the learner centered cases have helped students succeed in degree programs.

Program cases, teaching strategies and resources can be found on the Evergreen State College website (http://www.evergreen.edu/tribal/cases/index.htm ). Current subjects included in the collection are: art, biology, business, chemistry, economics, education, environmental studies, ethics, geology, health, history, management, Native American studies, natural resources, political science, public administration, social work, and sociology.

Educators are encouraged to use the cases and to provide feedback to the Enduring Legacies Native Case Project.

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May 19 2008

Seamless Integration of Wikis into the Learning Environment: Part 12 of 12

Teaching with Wikis Samples and Resources

A Wiki can be thought of as a combination of a Web site and a Word document. At its simplest, it can be read just like any other web site, with no access privileges necessary, but its real power lies in the fact that groups can collaboratively work on the content of the site using nothing but a standard web browser. Beyond this ease of editing, the second powerful element of a wiki is its ability to keep track of the history of a document as it is revised. Since users come to one place to edit, the need to keep track of Word files and compile edits is eliminated. Each time a person makes changes to a wiki page, that revision of the content becomes the current version, and an older version is stored. Versions of the document can be compared side-by-side, and edits can be 'rolled back' if necessary.

The Wiki is gaining traction in education, as an ideal tool for the increasing amount of collaborative work done by both students and teachers. Students might use a wiki to collaborate on a group report, compile data or share the results of their research, while faculty might use the wiki to collaboratively author the structure and curriculum of a course, and the wiki can then serve as part of each person’s course web site". (Steward Mader, (Using Wiki in Education)

Some Courses Using Wikis

  • BIOL 414/614: Eukaryotic Genetics And Molecular Biology Biology course at UMBC using a wiki as course web site. Here's an assignment asking students to research a topic in current literature and present their analysis to a scientifically informed lay audience on a wiki page. Taught by Dr. Philip Farabaugh

  • Blogs and Wikis - a course on blogs and wikis in the English Dept. at Bemidji State University

  • Computer Management Courses - Associate professor, Gerald Kane of Boston College uses wikis to replace textbooks in his Computers in Management and Computer Information Systems courses.
  • Teaching Social Software with Social Software: A report Ulises Ali Mejias writes about a graduate course he taught at Teachers College, Columbia University, in which social software tools (blog, wiki, rss) were used to teach students how to use and critically evaluate social software.
  • English 15 Rhetoric and Composition one of three required core courses in Rhetoric at Penn State University uses a wiki for students to blog about their experiences during the class, develop ideas for their writing projects, and benefit from community input. There's even a section where students can leave advice for the next group to take the class.
  • Rebuilding the Seventh - Nils Gore, a professor of architecture at the University of Kansas uses this wiki to coordinate a joint project with architecture students at Tulane University (LA), to help rebuild a New Orleans community center ravaged by Hurricane Katrina. Through it, students use the wiki as a password protected place to share and edit documents. If someone in New Orleans needs an image, for instance, students in Kansas upload it to the wiki, where students from Tulane can view or edit it. And when Gore gets new students, he has them search the web for contextual background material to add to the site.
  • The Collaborative Writing Project - SUNY Geneseo. Administered by Paul Schacht, Department of English. He created this wiki in Fall 2005 to enable students in his classes to do various types of collaborative writing. In his section of Intd 105, Critical Writing and Reading, they studied the social history of Christmas in America. He put up the text of Clement Clark Moore's "A Visit from St. Nicholas" and asked students to "annotate" the poem by creating explanatory pages linked to key words and phrases in the poem.  In Spring 2006, his students in English 315, Victorian Literature, gave oral reports throughout the semester; students followed up their reports by posting entries to an Annotated Bibliography of Victorian Literature built by linking each citation in the bibliography to a page summarizing the article or essay cited.
  • Wiki Conference - the blog provides detailed guidelines for incorporating an online academic conference into the curriculum. 
  • Wikipedia school and university projects  - The projects "exists to provide guidance to educators who incorporate Wikipedia writing assignments into their classes. Post questions for experienced Wikipedia volunteers at Wikipedia talk:WikiProject Classroom coordination. Wikipedia:school and university projects - instructions for teachers and lecturers and Wikipedia:School and university projects - instructions for students are useful resources. There is also a syllabus boilerplate that you may want to use."


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May 19 2008

Grading Blackboard Discussions

Blackboard has a built in discussion grader that makes it easy to review student contributions and post associated grades to the gradebook. This tool in association with a rubric can assist in converting a quantitative posting into a qualitative activity grade.
To access the “Discussion Grader”:

  1. Click on the Control Panel link located on the lower left-hand side of your screen. The Control Panel will be displayed.
  2. Click on the “Discussion Grade” link located under the Course Tools header.
  3. Next click on the discussion forum you wish to grade.
    1. If the Discussion forum was previously added to your gradebook click on the “Gradebook Item” dropdown to display the gradebook item, then click on the appropriate gradebook entry.
        bb grader window

      1. Then click on the [Submit] button located on the lower right-hand side of the screen.
      2. Click the [Submit] button, and then click the [OK] button. The configure Forum screen will be displayed with a [Grade] button displayed next to each student that has posted an entry in the discussion forum.
      3. Click on a [Grade] button. All of the students’ postings to the forum will be displayed.
      4. Review the postings then enter points in the “Points Awarded” box.
      5. Next click the [Submit] button, then the [OK] button.
      6. Repeat from item “c” until all grades have been entered.
    2. If the Discussion forum is not in the gradebook click on the “New Gradebook Item” link. The Add/Modify Gradebook Item screen will be displayed.
        bb grader input form

      1. Enter a name for the gradebook item (we recommend that a version of the discussion title be used)
      2. Enter a description in the Description field (optional)
      3. Enter the value of the activity in the “Points Possible” field.
      4. Click the [Submit] button, and then click the [OK] button. The configure Forum screen will be displayed with a [Grade] button displayed next to each student that has posted an entry in the discussion forum.
      5. Click on a [Grade] button. All of the students’ postings to the forum will be displayed.
      6. Review the postings then enter points in the “Points Awarded” box.
      7. Next click the [Submit] button, then the [OK] button.
      8. Repeat from item “e” until all grades have been entered.

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May 14 2008

Using the Blackboard “Assess Wikis” Tool

Published by JoAnn under General

Blackboard has a built in wiki grader that can make it easier to review student contributions across wikis and within date ranges. We suggest that this tool be used in conjunction with the guidelines set forth in the beginning of the wiki section and a comprehensive rubric.

The following instructions will step you through accessing the tool and reviewing student contributions.

  1. Click on the Control Panel link located on the lower left side of the main course page.
  2. Click on the “Assess Wikis” link located under the Course Tools header. A listing of all course wikis will be displayed.
  3. bb wiki grader

  4. Click on the [View Participation] button for the wiki that you want to review. A listing of all wiki participants will be displayed.
  5. Chick on the “Show participation for:” dropdown arrow to select a date range.
  6. Then click n the [View Details] button for participation details.
  7. Next click on the [See Change History] button to view a list of modifications to a page by the selected student.
  8. bb wiki grader

  9. Then click on the [View Diff] button to see the page changes made by the student.
    1. Deleted items will be highlighted with a line drawn through them.
    2. Added items will be highlighted in yellow

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