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Eugene Lang Liberal Tech2007
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Eugene Lang Liberal Tech2007

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  • Transcript

    • 1. Eugene Lang College November, 2007 NITLE workshop Introduction to Teaching with Technology in Liberal Education
    • 2. Agenda for the day
        • 0. Introductions and overview
        • Resource aggregation
        • Publishing to the web
        • Discussion areas
        • Multimedia pedagogy
        • Next steps
    • 3. First, liberal education
      • Inherited models
      • Artes liberales
        • Skills
        • Practice, yet theory
        • Multiplicity
      • Literacies
        • Multiple
        • Productive
        • Media vs information
    • 4. 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)
    • 5. Digital, not analog?
      • Differences, enhancements
      • Repeatability, scrubbing, segmentation, transferability
      • Iteration
      • User’s schedule
      (Desire path, Vermont, 2006)
    • 6. Further affordances
      • Social software
        • Triangulation
        • Presence
        • Performance
        • History
      • Temporality
        • Synch versus asynch
        • Two archival tendencies
    • 7. Practical tendencies
      • Timeshifts within the classroom
      • Classroom vs. the rest of spacetime
      • LazyWeb meets DIY
      • Archival teaching for the professor
      (Middlebury College, January 2006)
    • 8. Challenges
      • What are the challenges to using technology for teaching and learning?
    • 9. 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…”
    • 10.
      • “… 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)
    • 11. Antecedents
      • One response to too much information: the humble marginal annotation
      • Glossators (Franciscus Accursius, Denis Godefroi)
      • Then the Geneva Bible
    • 12.
      • Managing texts, readers
      (Early English Books Online)
    • 13.
      • Another response to overload
      • Cyclopedia (Ephraim Chambers, 1728)
      • Encyclopedie (1751-1772)
    • 14.
      • Another response to overload
      • Cyclopedia (Ephraim Chambers, 1728)
      • Encyclopedie (1751-1772)
      • (Another precursor, lacking the technology: Isidore of Seville, Etymologiae , 636)
    • 15. I. Resource aggregation
      • Eroding, but semiarchived ( http://archive.org )
      • Vast
      • Growing
      (Bookstore in Fes, Morocco, 2007)
    • 16.
      • Requirements
      • Search (classic, Web 2.0, media, social)
      • Aggregation (bookmarks, del.icio.us, Scholar.com, H2O)
      • Information literacy
      • Social aggregation, or digital citizenship
    • 17.
      • Away from the wild Web
      • e-reserves
      • Databases (ARTSTOR)
      • The oldest information profession
      (Denison Library, Claremont Colleges)
    • 18. 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
    • 19. II. Publishing to the web
      • “ Web 1.0”
      • Vast, semiarchived (archive.org)
      • Enormous publication
      • Needed: editor and host
      (Sir Tim Berners-Lee)
    • 20.
      • • 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
    • 21.
      • “ Web 2.0”
      • Social software
      • Microcontent
      • Open
      • Platforms
    • 22.
      • Web 2.0: blogs
      • Public intellectual
      • Research record
      • Personal expression
      • Collaborative blogs
      • Scholarly discussion
        • Formal and in-
      • Emergent interest
      (Kathleen Fitzpatrick, Pomona College LMS conference, Reed College, 2005)
    • 23.
      • Web courseware (Moodle, Blackboard, Sakai)
      • Class (not course) only
      • Copyright shield (TEACH Act)
      • Integration with e-reserves
      (Martin Dougiemas, via PeskyLibrary on Flickr)
    • 24. 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
    • 25.
      • Question: what are your best practices for online discussion?
    • 26. 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/ )
    • 27.
      • Wikis
      • History
      • That encyclopedia
      • Two challenges
      • Wikis not called wikis
      • Modes of use
      • Discussion
      • Annotation
      • Collaborative writing
    • 28. IV. Multimedia pedagogy
      • Why would you do such a thing?
        • Learning styles
        • Active engagement
        • Changing population, literacy
        • Long, long tradition
    • 29.
      • Images
      • Visualization
      • Compositions
      • Presentation (ppt)
      • Social (Flickr)
      (Storms on Jupiter, NASA New Horizons mission)
    • 30.
      • Audio
      • Sound objects
      • Social sound: podcasting
      • Embedded sound (Web, video)
      • Synchronous: VOIP
      (Aaron Prevots, French, Southwestern University)
    • 31.
      • Podcasting
      • Pedagogies
      • Profcasting
      • Studentcasting
      • Public intellectual
      • Field work
    • 32.
      • Video
      • Video objects
      • Social video (Web)
      • Synchronous (Video conference)
    • 33.
      • Digital cartography
      • Google Maps
      • GIS
      • Web mapping, a/k/a virtual globes
      • Synchronous? Watch Google
      • Platforms? Cf Twittervision
      (Google Maps/Flickr mashup)
    • 34. Multimedia Syntheses
      • Presentation tools (PowerPoint, Keynote)
      • Media: text, images, sound, video
        • Demonstration and Hands-On
      • Ease of use
      • Danger: death by PowerPoint (cf Tufte)
    • 35. Multimedia Synthesis
      • VoiceThread
        • Image
        • Voice
        • Social
        • Demonstration
        • Hands-On
      http://voicethread.com/
    • 36.
      • Multimedia syntheses
      • Virtual worlds
        • Virtual reality
        • Social-emotional bandwidth
    • 37.
      • Multimedia syntheses
      • Gaming
        • Pedagogies
        • (Gee, 2003ff)
        • Literacy
        • Compositions
      (Image from Scott Osterwall, MIT, from NERCOMP presentation http://www.nercomp.org/events/event_single.aspx?id=1227 )
    • 38. And text!
    • 39.
      • 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/ )
    • 40. V. Wrap-Up
      • Small Groups
        • Plan for how you can use one thing you’ve learned today
      • Final Group Discussion
    • 41.
      • NITLE
      • http://nitle.org
      • Liberal Education Today
      • http://b2e.nitle.org

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