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The master’s tools <ul><li>presentation by </li></ul><ul><li>Dr. Sharon Collingwood, Ohio State University </li></ul><ul><...
<ul><li>     Almost two-thirds of for-profit institutions  now say that online learning is a critical part of their long t...
Nearly 30% of higher education students now take at least one course online
Reservations about technology  <ul><li>Standardization and impoverishment of curriculum </li></ul><ul><li>Fewer instructor...
Are these fears  well founded?
Will avoiding  technology solve the problem?
AAUW  Report:  <ul><li>http://www.aauw.org/learn/research/whysofew.cfm </li></ul>Why So Few?  (2010)
B.A. Degrees, 2007 <ul><li>AAUW Report </li></ul>
Doctorates <ul><li>AAUW Report </li></ul>
What sector of society will be most influential in our students’ lives?
4 Number of women in Bloomberg Businessweek’s 2008 list of the 25 most influential people on the web.  <ul><li>Casserly, M...
8 Females among the 100 most influential people on the internet, according to Internet Evolution. <ul><li>--2010 Internet ...
13% Percentage of female editors on the Wikipedia <ul><li>--Wikimedia Foundation http://blog.wikimedia.org/blog/2010/04/02...
1/3 Number of female bloggers  <ul><li>Technorati annual report, November 2010 </li></ul><ul><li>http://technorati.com/blo...
We need to encourage our students to participate in digital culture. Do we have the right tools?
The Silo <ul><li>Hierarchical, authoritarian </li></ul><ul><li>Closed </li></ul><ul><li>Proprietary </li></ul>
Learning Management Systems OPEN SOURCE Sakai Moodle Sloodle PROPRIETARY Blackboard Desire to Learn WebCT
There are hierarchical tendencies in the software we are required to use. <ul><li>THE SOLUTION? </li></ul><ul><li>Use the ...
Automated quizzes <ul><li>Allow students to decide when they are tested </li></ul><ul><li>Offer reinforcement of learned f...
Discussion and chat <ul><li>Can students truly find consensus through online discussion fora? </li></ul>
Within the LMS <ul><li>Student journals </li></ul><ul><li>Private conversations </li></ul><ul><li>Limited collaboration  <...
Web conference <ul><li>Synchronous meetings </li></ul><ul><li>More interactive than LMS, but still very structured </li></...
The Cloud: A Paradigm Shift <ul><li>Google Apps for Education </li></ul><ul><li>Blogs, wikis, RSS Feeds </li></ul><ul><li>...
<ul><li>Teach much-needed skills, acclimate students to web culture </li></ul><ul><li>Integrate our students into ongoing ...
Virtual Worlds <ul><li>Immersive, persistent 3D spaces </li></ul><ul><li>Non-hierarchical </li></ul><ul><li>Free to our st...
Let’s discuss <ul><li>Which applications are most useful to us </li></ul><ul><li>Which applications conform to feminist pe...
Continue the conversation here: <ul><li>http: //adarocks . wikispaces .com/ </li></ul>
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The Master's Tools

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Presentation on feminist teaching with technology

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Transcript of "The Master's Tools"

  1. 1. The master’s tools <ul><li>presentation by </li></ul><ul><li>Dr. Sharon Collingwood, Ohio State University </li></ul><ul><li>for the Teaching with Technology Workshop </li></ul><ul><li>Department of Gender and Women’s Studies </li></ul><ul><li>University of Kentucky </li></ul><ul><li>10 March 2011 </li></ul>
  2. 2. <ul><li>    Almost two-thirds of for-profit institutions now say that online learning is a critical part of their long term strategy. </li></ul><ul><li>The 21%growth rate for online enrollments far exceeds the 2% growth in the overall higher education student population. </li></ul><ul><li>Nearly one-half of institutions report that the economic downturn has increased demand for face-to-face courses and programs. </li></ul><ul><li>   Three-quarters of institutions report that the economic downturn has increased demand for online courses and programs. </li></ul>Sloan Consortium Report, 2010 http://sloanconsortium.org/publications/survey/class_differences
  3. 3. Nearly 30% of higher education students now take at least one course online
  4. 4. Reservations about technology <ul><li>Standardization and impoverishment of curriculum </li></ul><ul><li>Fewer instructors, fewer voices </li></ul><ul><li>Loss of intellectual property </li></ul>
  5. 5. Are these fears well founded?
  6. 6. Will avoiding technology solve the problem?
  7. 7. AAUW Report: <ul><li>http://www.aauw.org/learn/research/whysofew.cfm </li></ul>Why So Few? (2010)
  8. 8. B.A. Degrees, 2007 <ul><li>AAUW Report </li></ul>
  9. 9. Doctorates <ul><li>AAUW Report </li></ul>
  10. 10. What sector of society will be most influential in our students’ lives?
  11. 11. 4 Number of women in Bloomberg Businessweek’s 2008 list of the 25 most influential people on the web. <ul><li>Casserly, M. and Goudreau, J. (2010). Top 100 Websites For Women. Forbes.com Accessed June 15, 2010 from http://www.forbes.com/2010/06/23/100-best-womens-blogs-forbes-woman-time-websites.html </li></ul>
  12. 12. 8 Females among the 100 most influential people on the internet, according to Internet Evolution. <ul><li>--2010 Internet Evolution Survey </li></ul><ul><li>http://www.internetevolution.com/document.asp?doc_id=190304 </li></ul>
  13. 13. 13% Percentage of female editors on the Wikipedia <ul><li>--Wikimedia Foundation http://blog.wikimedia.org/blog/2010/04/02/new-reports-from-november-2008-survey-released/ </li></ul>
  14. 14. 1/3 Number of female bloggers <ul><li>Technorati annual report, November 2010 </li></ul><ul><li>http://technorati.com/blogging/article/who-bloggers-brands-and-consumers-day/ </li></ul>
  15. 15. We need to encourage our students to participate in digital culture. Do we have the right tools?
  16. 16. The Silo <ul><li>Hierarchical, authoritarian </li></ul><ul><li>Closed </li></ul><ul><li>Proprietary </li></ul>
  17. 17. Learning Management Systems OPEN SOURCE Sakai Moodle Sloodle PROPRIETARY Blackboard Desire to Learn WebCT
  18. 18. There are hierarchical tendencies in the software we are required to use. <ul><li>THE SOLUTION? </li></ul><ul><li>Use the tools that we find useful </li></ul><ul><li>Subvert the tools that are antithetical to feminist teaching </li></ul>
  19. 19. Automated quizzes <ul><li>Allow students to decide when they are tested </li></ul><ul><li>Offer reinforcement of learned facts </li></ul><ul><li>Controlled or controlling? </li></ul>
  20. 20. Discussion and chat <ul><li>Can students truly find consensus through online discussion fora? </li></ul>
  21. 21. Within the LMS <ul><li>Student journals </li></ul><ul><li>Private conversations </li></ul><ul><li>Limited collaboration </li></ul>
  22. 22. Web conference <ul><li>Synchronous meetings </li></ul><ul><li>More interactive than LMS, but still very structured </li></ul><ul><li>Student contributions are controlled through the software </li></ul><ul><li>Can they be truly collaborative? </li></ul>
  23. 23. The Cloud: A Paradigm Shift <ul><li>Google Apps for Education </li></ul><ul><li>Blogs, wikis, RSS Feeds </li></ul><ul><li>Etherpad, Dabbleboard </li></ul><ul><li>Prezi, Mindmapping </li></ul><ul><li>Livestream, You Tube </li></ul><ul><li>Twitter, Facebook </li></ul>
  24. 24. <ul><li>Teach much-needed skills, acclimate students to web culture </li></ul><ul><li>Integrate our students into ongoing conversations </li></ul><ul><li>Encourage a more open and collaborative approach to subject material. </li></ul><ul><li>Empower students in the classroom, whether virtual or physical. </li></ul>Cloud applications
  25. 25. Virtual Worlds <ul><li>Immersive, persistent 3D spaces </li></ul><ul><li>Non-hierarchical </li></ul><ul><li>Free to our students </li></ul><ul><li>Approximates the actual classroom </li></ul><ul><li>Growing educational community </li></ul>
  26. 26. Let’s discuss <ul><li>Which applications are most useful to us </li></ul><ul><li>Which applications conform to feminist pedagogy </li></ul><ul><li>Which applications are most comfortable for our students </li></ul><ul><li>Which applications are most accessible for our students. </li></ul>
  27. 27. Continue the conversation here: <ul><li>http: //adarocks . wikispaces .com/ </li></ul>
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