TK's note
From ETS
This is my quick notes from the presentation. Mostly of the notes are topics/resources I'd like to check out later. Some of them might not be authentic -- I wrote down what I think I heard, and what I think I heard that I think is important for me.
Contents |
Session 1
Disruptive technology
James: Toxipedia . Ask students to improve the Wikipedia entry by adding things they research elsewhere when they use it.
Karen: Children teach parents about recycling. FloodNet (?)
Scott: Disruptive in the context of dozens of years of traditional classroom patterns, which didn't encourage students collaboration and voices.
Cole: lots of discourses going on if encouraged in class. Chronicle: students say perhaps it's time to bring laptops out of classroom.
Scott: it doesn't matter where the student engagement happens. can be on twitter, wiki, etc.
Karen: students participation on iGoogleDoc in the lecture hall can be more active than instructor asks a question and one student answers at one time.
Cole: Disruptive will not remain disruptive for too long. After a while, we need to change the way we practice things.
Karen: Students use Diigo to add materials into the class.
Scott: Push students to think.
James: We are disrupting the paradigm, which is actually a mundane thing. In a sense, instructor needs to "compete" with other distractions students face.
James: The presenters are evaluated not by the instructor but the peers -- this prevents students from only saying what they guess the instructor wants to hear.
promotion and tenure
Karen, although a leading role in her field, did get to her status via traditional means (publication, etc.)
Cole: good scholarship will be valued here, anyway.
Cole: ID wants faculty to provide contents; faculty wants ID to write for them and get tenure :) . If the tenure process doesn't change, it's hard.
Scott: Tenure process isn't going to change soon. It's that way for a reason. For example, an idea gets re-twitted in 10 seconds, but good scholarship needs more careful review.
New Technology Adoption (Google Wave, etc.)
Cole: shifting course on the fly. Intro to Google Wave
James: Technological tools are just part of life long learning. They have to keep swimming.
Karen: Show students how to learn and find answers on their own.
Scott: we need to think about pedagogy first, not the technology first.
Cole: Faculty will embrace the idea that the web is the collaborative platform. It's OK to turn around and let students tell faculty something.
Cole: not only the problem of higer ed.
James: Wikipedia is outlawed by many high school instructors, perhaps for its imperfection. However, it's an excellent starting point. Give students an "A-Ha" moment -- we are wikipedia. This should give them more insight on what Wikipeida really is.
Session 2
Stuart: Technical writing class. ID process: more organic and bottom up.
Ellysa: librarian research agenda. re-envisioning how information literacy has changed into online (podCast, videos): how do they find the sources and what's the librarians' role on that. K-12 is a bit ahead in preparing what students need.
Chris: Philosophy professor. Use these technology to perform academic scholarship. Podcast, iTuneU. Plato thought about the transition from oral tradition to writing tradition. Now the new forms of dialogue allow shifting again: things are ambiguous and require consumers to think more critically.
Carla: ePortfolio and PackItUp. Example
Stuart: The genre we are familiar with -- we already have a set ideas of what they should be: resume, portfolio, English composition, research paper, grading, etc. We need to prepare them for their life beyond academia: professional, digital citizenship, etc. We don't know how to scale up with some kind of standard of "what is a good tweet?"
Carla: Tools that allows owning one's comments as one's own intellectual property. Students actually comments more than they are required in a course.
Chris: Use of Rubric (some audience gave me this link). Ask students to participate but not telling them specifically how much are required.
Stuart: Evaluate solely on "student's real own ideas".
Stuart: Major shift: vernacular literature brought in by students is more and more acknowledged. Stuart is a white, male, tenured professor; but can other faculty feel secure enough to say: "I don't know everything here. Let's explore the subject together in the course."
Ellysa: Literacy of different types are merging.
Chris: "That blog post I wrote 2 days ago at 2am is now the central topic of the discussion now here in the class". Instructors do have more work to do: "what's been happening in the students' blogs?"
Carla: You have to have the stand that students' voices matter, before any of this can happen. Students are conditioned to expect "the right answer" that the instructor has, given or not. It's about risk taking. "What happens when things are taking longer than I intended?"
Chris: We need to be aware of what kind of pedagogical practice are we embodying students. What can we do if our "best students" are defined as the ones who know how to follow the syllabus the best?
Chris: Some students need to find their own voices gradually -- first they comment on other posts and then later they are more clear on what ideas the have.
Stuart: When is the good situation to choose which form? When is the best time to use traditional essay? Twitter? Sticky notes? Traditional forms are not neutral - they are human artifacts. For example, students expect instructors to give them a printed essay. There's not much teaching on this. We are actually inventing it.
Chris: What is the excellence we are cultivating the students through this process? This doesn't help only in their academic life but also in their career, say, if they are managing an institute.
Carla: Meaning making: when there is disagreement. Rather than treating a paper as merely an artifact, it's a tool for one to define the professional growth. Comments allow to take criticism.
Start: Plagiarism redefined. Two types. 1. turn in something written by somebody else. This is cleaer, unambiguous. 2. "Academic incompetence": they haven't worked their sources in a good way. What about Web design? Don't you start by looking at web pages, and modeling from that? Design a building? Do you start from looking at buildings? We seem to tolerate teachers' "plagiarism" more than learners. (Teachers copy other's syllabus. Administrators copy previous text when they need to write something.) Is our definition of plagiarism too 1950?
Session 3
Projects
Bart: Use game design tool to teach photoshop. Use game video to tell stories. NYC New School: 6 years of game material only curriculum.
Dirk: animation. play music before class. get students create video and music on some economic topics. Powerful way to engage.
Loanne: Open house day: library tour games (map and adventure type). And games to attract visitors. Games: putting books in order.
Sarma: Energy and Environment in College of Earth and Mineral Sciences. Course, individualized homework assignment, managed by centralized database. Exercises include analyze energy bill; buy appliance to beat contractor's recommended configuration. Computer checks the calculations. Games that put students to learn science.
Dirk: show case one of students presentation (locked down to protect copyright); Economics of Poker. Demonstrating Externalities. Dirk's YouTube channel. copyright is not problem since it's education use and is hosted on protected site.
Time Cost
Bart: good investment
Loanne: good investment
Sarma: an economic question. goal is to reach out more and more students, and the tool scales up very well, saving cost on TA.
Assessment
Bart: traditional Rubric. game is a vehicle to get students interested in Photoshop.
Dirk: the whole course is a big game; students need to make enough money (points)
Loanne: Survey. It shows students come back after learning about library
Sarma: students email back telling him how they implement the concept to actually save energy, in their respective fields.
Transformation
Loanne: the idea of gaming in library used to get resistance
Sarma: administration is supportive. Faculty has hesitance - young faculty doesn't have enough time and resources for projects like this.
Percentage of Gaming Elements
Bart: Games allow students to fail and learn on their own -- encourages students to try.
Dirk: Behavior Economics: students blog on every class, which is a game, exclusively. Need to balance between the traditional and new ways. 80%-20% seems working.
Sarma: As long as students can learn well and get good grades at the end, students are willing to put in time learning.
Session 4: Learning Design in an Era of Resource Constraints and Free Information
Alan: The Shining remix; creative commons (Creativity always builds on the past)
Dan: copyright lawyer by trade
Dan: better define ownership of materials. faculty members may not have the right to the materials, which copyright could actually belong to employer, i.e. university.
Alan: creating videos and share materials online vs. closing - cultural shift
Keith: the fair use is different offline and online (reasonable and limited, which are not always feasible in class; also unclear). It's up to instructor (the users) to make an argument
Dan: a common theme for copyright law: ambiguity
Alan: CC 3.0. Getting public fund to create contents for the public
Alan: Science Commons (youtube)
Stevie: Can we actually put share-alike CC into close ANGEL?
Mike: What commitment does the institution make to make things available? What happens after ANGEL closes?
Alan: search "take down notice" in YouTube
Also see the question tool and Twitter #LDSC09 . A lot of discussion is happening there.
Session 5: Open Forum
Cole: Video remix - browser-based video editing.
Alan: Symposium
Cole: Michael Welsh coming next year. March 27, 2010 (can somebody double check the date?)
Cole: We try to put everything we do here.
Cole presents blogs@PSU and features, as well as some exciting future with Six Apart.
Stuart: Students don't bring laptops into class -- they don't treat laptops as books.
Lightning Talks Round 1
Alan: Informal Learning Space: HUB, Residence Halls, Classroom Hallways. Report
Emily: RefWorks similar to del.icio.us. Example: rhetoric - they share the references among grad students
Matt: VoiceThread. White Paper in voiceThread. Comment with webcam, mic, phone, text, etc.
Hannah:demo on story telling workshop. amazing works.
Brett: EGC intro. gaming.psu.edu Facebook. Games developed. Second Life.
Chris: Geo-Blogging. study abroad; travel blog; historical narrative; field research; psugeoblog psuabroad milletblog
Stevie: RubriKit to help faculty decide whether they are ready to teach online.
Cole: conversation online are typical vertical. Critique is part of assessment. long term ownership. intense debate. Six Apart has TypePad Connect.
Lightning Talks Round 2
Wade & Stevie: Haptic pen help victims identify people; Haptic gloves: students feel them online rather than waiting for 3-5 pieces available in teaching kit. 3D printer/scanner.
Brad: PSU Voices; both within PSU and beyond PSU.
Anne & Binky: eBook & eReader. emotional tie to books
Justin: Xtranormal. Make a movie with animation.
Jeff: symphony tuning -- anti-climax, part of creative process. encourage to fail.
Ryan: Grassroot video making is easy now. Distribution and publishing costs nothing now (youTube). Easily sharable. Iran iPhone videos sent to youtube. check TLT website for white paper. "Charlie bit my finger"
Matt: Jing. Snapz Pro X ($69). ScreenFlow (allows zoom-in in its editor; $100).
