Upload
bryan-alexander
View
711
Download
0
Embed Size (px)
DESCRIPTION
Citation preview
Eugene Lang College
November, 2007
NITLE workshop
Introduction to Teaching with Technology in Liberal Education
Agenda for the day
0. Introductions and overview1. Resource aggregation2. Publishing to the web3. Discussion areas4. Multimedia pedagogy5. Next steps
First, liberal education
Inherited models
Artes liberales – Skills– Practice, yet
theory– Multiplicity
Literacies– Multiple– Productive– Media vs
information
Different weavings from the cloth
• Pure learning for learning’s sake• Student-centered pedagogy• Preparation for democratic
citizenship• Institutional typology and heritage
-Jo Ellen Parker, “What’s So “Liberal” About Higher Ed?” (Academic Commons, 2006)
Digital, not analog?
Differences, enhancements• Repeatability, scrubbing,
segmentation, transferability• Iteration• User’s schedule
(Desire path,Vermont, 2006)
Further affordances
Social software– Triangulation– Presence– Performance– History
Temporality– Synch versus
asynch– Two archival
tendencies
Practical tendencies
• Timeshifts within the classroom
• Classroom vs. the rest of spacetime
• LazyWeb meets DIY• Archival teaching for
the professor(Middlebury College,
January 2006)
Challenges
• What are the challenges to using technology for teaching and learning?
The relief of history
Early modern information overload, 1685:
“We have reason to fear that the multitude of books which grows every day in a prodigious fashion will make the following centuries fall into a state as barbarous as that of the centuries that followed the fall of the Roman Empire…”
“…Unless we try to prevent this danger by separating those books which we must throw out or leave in oblivion from those which one should save and within the latter between what is useful and what is not.”
-Adrien Baillet, Jugemens des sçavans sur les principaux ouvrages des auteurs (Paris, 1685)
Antecedents
One response to too much information: the humble marginal annotation
• Glossators (Franciscus Accursius, Denis Godefroi)
• Then the Geneva Bible
Managing texts, readers
(Early English Books Online)
Another response to overload
• Cyclopedia (Ephraim Chambers, 1728)
• Encyclopedie (1751-1772)
Another response to overload
• Cyclopedia (Ephraim Chambers, 1728)
• Encyclopedie (1751-1772)
(Another precursor, lacking the technology: Isidore of Seville, Etymologiae, 636)
I. Resource aggregation
• Eroding, but semiarchived (http://archive.org)
• Vast• Growing
(Bookstore in Fes,Morocco, 2007)
Requirements• Search (classic, Web 2.0, media,
social)• Aggregation (bookmarks,
del.icio.us, Scholar.com, H2O)• Information literacy• Social aggregation, or digital
citizenship
Away from the wild Web
• e-reserves • Databases
(ARTSTOR)• The oldest
information profession(Denison Library,
Claremont Colleges)
Using the Web to tame the Web
• Social bookmarking (del.icio.us)– Demonstration– Hands-on
• Aggregating Media– Podcasts– YouTube
RSS• Bloglines• RSS feed from
del.icio.us
II. Publishing to the web
“Web 1.0”• Vast, semiarchived (archive.org)• Enormous publication• Needed: editor and host
(Sir Tim Berners-Lee)
• Euclid’s Elements, Interactive Presentation. http://math.furman.edu/~jpoole/euclidselements/euclid.htm
• Salem Witch Trials Documentary Archive. http://etext.virginia.edu/salem/witchcraft/home.html
• Virtual Seminars for Teaching Literature. (WWI archive) http://www.oucs.ox.ac.uk/ltg/projects/jtap/
• Visual Elements Periodic Table. http://www.chemsoc.org/viselements/pages/pertable_fla.htm
“Web 2.0”• Social
software• Microconte
nt• Open • Platforms
Web 2.0: blogs• Public intellectual• Research record• Personal expression
• Collaborative blogs• Scholarly discussion
– Formal and in-
• Emergent interest
(Kathleen Fitzpatrick, Pomona CollegeLMS conference, Reed College, 2005)
Web courseware (Moodle, Blackboard, Sakai)
• Class (not course) only
• Copyright shield (TEACH Act)
• Integration with e-reserves
(Martin Dougiemas, via PeskyLibrary on Flickr)
III. Online Discussion
• History of online discussion– Discussion boards, newsgroups, etc.– Listservs (SF-LOVERS, 1979ff)
• Asynchronous vs. Synchronous– IM– Chat rooms– Skype chat– Virtual world, gaming chat
• Question: what are your best practices for online discussion?
Web 2.0 discussion areas
• Blogs– Posts– Comments– On-campus and off-
(“Blog-based communities,”James Farmer, from
http://www.flickr.com/photos/elifishtacos/90944651/)
Wikis• History• That encyclopedia• Two challenges• Wikis not called
wikis
Modes of use• Discussion• Annotation• Collaborative
writing
IV. Multimedia pedagogy
Why would you do such a thing?– Learning styles– Active engagement– Changing population, literacy– Long, long tradition
Images• Visualizatio
n• Compositio
ns• Presentatio
n (ppt)• Social
(Flickr)
(Storms on Jupiter,NASA New Horizons mission)
Audio• Sound objects• Social sound:
podcasting• Embedded sound
(Web, video)• Synchronous: VOIP (Aaron Prevots, French,
Southwestern University)
PodcastingPedagogies• Profcasting• Studentcasting• Public intellectual• Field work
Video • Video objects• Social video (Web)• Synchronous (Video conference)
Digital cartography• Google Maps• GIS • Web mapping, a/k/a virtual globes• Synchronous? Watch Google• Platforms? Cf Twittervision
(Google Maps/Flickr mashup)
Multimedia Syntheses
• Presentation tools (PowerPoint, Keynote)
• Media: text, images, sound, video– Demonstration and Hands-On
• Ease of use• Danger: death by PowerPoint (cf
Tufte)
Multimedia Synthesis• VoiceThread
– Image– Voice– Social– Demonstration– Hands-On
http://voicethread.com/
Multimedia syntheses• Virtual worlds
– Virtual reality– Social-emotional bandwidth
Multimedia syntheses• Gaming
– Pedagogies (Gee, 2003ff)
– Literacy– Compositions
(Image from Scott Osterwall, MIT, from NERCOMP presentationhttp://www.nercomp.org/events/event_single.aspx?id=1227)
And text!
And text!• Web 2.0• Nearly every digital affordance• Synchronous: chat, IM• Utter comfort for most of us
(previous slide: Ken Wark, GAM3R 7H30RY (2007)CommentPress implementation
http://www.futureofthebook.org/mckenziewark/gamertheory/)
V. Wrap-Up
• Small Groups– Plan for how you can use one thing
you’ve learned today
• Final Group Discussion
NITLEhttp://nitle.org
Liberal Education Todayhttp://b2e.nitle.org