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Shifting Sem2004


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A PowerPoint for my Ph.D. Oral Examination, 2004

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Shifting Sem2004

  1. 1. From Chalkboard to Web Site: The Shifting Semiosis of Learning A Presentation by Joan Vinall-Cox, Ph.D. Candidate OISE/UT
  2. 2. Agenda <ul><li>Current Practices </li></ul><ul><li>Snapshots of the Present Landscape </li></ul><ul><li>Writing Tools </li></ul><ul><li>Classrooms and Pedagogy </li></ul><ul><li>Perspectives and Possibilities </li></ul>
  3. 3. Current Practices <ul><li>Who has been on a computer already today? </li></ul><ul><li>When you compose, where do you start? </li></ul><ul><ul><li>Paper or screen? </li></ul></ul><ul><ul><li>And 10 years ago? </li></ul></ul><ul><li>Do you have anything up on the web? </li></ul><ul><ul><li>A site you created? </li></ul></ul><ul><ul><li>A blog? </li></ul></ul><ul><li>Do you use a computer in planning your classes? </li></ul>
  4. 4. Snapshots of the Landscape 1 <ul><li>Word-processing </li></ul><ul><ul><li>Any aspects of word-processing that affect the process of writing? </li></ul></ul><ul><ul><ul><li>Spellchecker </li></ul></ul></ul><ul><ul><ul><li>Cut & Paste </li></ul></ul></ul><ul><ul><ul><li>Outline View </li></ul></ul></ul><ul><ul><ul><li>Styles </li></ul></ul></ul><ul><ul><li>Academic papers </li></ul></ul><ul><ul><ul><li>Use of word-processing shortcuts? </li></ul></ul></ul><ul><ul><ul><ul><li>Tables of Contents, Lists of Figures? </li></ul></ul></ul></ul><ul><ul><ul><li>Use of software supports </li></ul></ul></ul><ul><ul><ul><ul><li>Inspiration </li></ul></ul></ul></ul><ul><ul><ul><ul><li>EndNote </li></ul></ul></ul></ul>
  5. 5. Snapshots of the Landscape 2
  6. 6. Snapshots of the Landscape 3
  7. 7. Snapshots of the Landscape 4
  8. 8. Snapshots of the Landscape 5 <ul><li> </li></ul><ul><li> </li></ul>
  9. 9. Snapshot of the Landscape 6 <ul><li> </li></ul>
  10. 10. Writing Tools - Public <ul><li>Incising in stone </li></ul><ul><ul><li>Traces - serifs </li></ul></ul><ul><li>Hand instruments and parchment etc. </li></ul><ul><ul><li>Text with art - Religious texts </li></ul></ul><ul><ul><li>Slow production & limited readership </li></ul></ul><ul><li>Gutenberg & the printing press </li></ul><ul><ul><li>Multiple reproduction </li></ul></ul><ul><ul><li>Privileged authors </li></ul></ul><ul><ul><li>Development and growth of audience </li></ul></ul>
  11. 11. Writing Tools - Unpublished <ul><li>Cursive handwriting - 16th century </li></ul><ul><ul><li>Developed in Italy </li></ul></ul><ul><ul><ul><li>same era as printing press </li></ul></ul></ul><ul><li>Typewriter - 19th century </li></ul><ul><ul><li>Business </li></ul></ul><ul><ul><li>Resembled printed materials </li></ul></ul><ul><ul><ul><li>looked “official” </li></ul></ul></ul><ul><li>Computers & word-processing - late 20th century </li></ul><ul><ul><li>Fonts, colours, etc. </li></ul></ul>
  12. 12. Phenomenological Practices <ul><li>A New Communications Landscape </li></ul><ul><li>To be acquired </li></ul><ul><ul><li>Kinesthetic skills </li></ul></ul><ul><ul><ul><li>Mousing </li></ul></ul></ul><ul><ul><ul><li>keyboarding </li></ul></ul></ul><ul><ul><li>Conceptual frameworks </li></ul></ul><ul><ul><ul><li>Design & Patterns </li></ul></ul></ul><ul><ul><ul><li>Tipping points </li></ul></ul></ul><ul><ul><ul><ul><li>Experimenting - e.g. right-clicking </li></ul></ul></ul></ul>
  13. 13. New Patterns & Problems <ul><li>My writing </li></ul><ul><ul><li>Email breaks </li></ul></ul><ul><ul><li>Google breaks </li></ul></ul><ul><ul><li>Editing skills </li></ul></ul><ul><li>Some students in class, writing </li></ul><ul><ul><li>Also taking breaks </li></ul></ul><ul><ul><ul><li>Email, messaging, games </li></ul></ul></ul><ul><ul><li>Also searching </li></ul></ul><ul><ul><ul><li>Plagiarism problems </li></ul></ul></ul><ul><ul><li>Editing weaknesses </li></ul></ul><ul><ul><ul><li>Spellchecker </li></ul></ul></ul><ul><ul><ul><li>Grammar checker </li></ul></ul></ul><ul><ul><ul><li>Little revision - according to current research </li></ul></ul></ul>
  14. 14. Privileging Differences <ul><li>Different writing skills </li></ul><ul><ul><li>Support for unconventional spellers </li></ul></ul><ul><ul><li>Support for those who get bored with small details - Table of Contents / EndNote </li></ul></ul><ul><ul><li>Different process approaches supported </li></ul></ul><ul><ul><ul><li>Outline View for already organized </li></ul></ul></ul><ul><ul><ul><li>Cut & Paste for stream-of-consciousness </li></ul></ul></ul><ul><ul><li>Frequent revision supported </li></ul></ul><ul><ul><ul><li>Ease of changing & reprinting </li></ul></ul></ul><ul><ul><li>Word & layout/design skills more important than penmanship </li></ul></ul>
  15. 15. Classrooms & Pedagogy <ul><li> </li></ul><ul><li>Sheridan College mobile classroom </li></ul><ul><ul><li>Data projector - lecture, visual information </li></ul></ul>
  16. 16. Puddle Tables & Teaching <ul><li>Process Learning </li></ul><ul><li>Group work </li></ul><ul><li>Networked </li></ul><ul><ul><li>Send work to each other, or teacher </li></ul></ul><ul><li>Show work on the screen </li></ul><ul><li>Upload to course web site </li></ul>
  17. 17. Sheridan’s Experience <ul><li>6000 on laptops in 5 years / almost half the students </li></ul><ul><li>May 1998 - computer program - 55 </li></ul><ul><li>Programs choose to opt-in </li></ul><ul><ul><li>Criteria based on suitability for future profession and faculty commitment, not on technical orientation - e.g. Interior Design </li></ul></ul><ul><li>IT - committed to support </li></ul><ul><ul><li>Developed scalable processes for distribution etc. </li></ul></ul><ul><ul><li>Very supportive of teachers & students </li></ul></ul>
  18. 18. Sheridan’s Experience, continued <ul><li>Laptops issued to teachers </li></ul><ul><li>Leader - from computer faculty, very pragmatically inventive </li></ul><ul><li>Found and developed grassroots support </li></ul><ul><ul><li>Learning community - DELTA 3 PD </li></ul></ul><ul><ul><ul><li>Show & Share, Make It So </li></ul></ul></ul><ul><ul><ul><li>Excitement & beautiful classrooms </li></ul></ul></ul><ul><li>Tech Tutors - knowledgeable students for set up and first few classes each term </li></ul>
  19. 19. Sheridan’s Experience, continued <ul><li>2004 course management software </li></ul><ul><li>So enamored, I used it even with non-mobile courses </li></ul><ul><li>One space for all class-associated information and records </li></ul><ul><li>Available 24/7 with a networked computer </li></ul>
  20. 20. Sheridan’s Experience, continued <ul><li>Two Committees! - Mutual Respect </li></ul><ul><li>DELTA 3 PD </li></ul><ul><ul><li>Teachers, with & without computer knowledge and pedagogical know-how </li></ul></ul><ul><ul><ul><li>Planning 3 PD days a year </li></ul></ul></ul><ul><ul><ul><li>Creating courses on aspects of teaching with laptops, web-use, etc. </li></ul></ul></ul><ul><ul><ul><li>Sharing - a true learning community! </li></ul></ul></ul><ul><li>WebCT Steering </li></ul><ul><ul><li>Teachers and IT staff </li></ul></ul><ul><ul><li>Working out practicalities together </li></ul></ul>
  21. 21. Sheridan’s Experience, continued <ul><li>I’m an advocate - but some teachers I respect don’t like the laptop initiative </li></ul><ul><li>My Position </li></ul><ul><li>After initial technophobia, I discovered how much I could easily do with computers </li></ul><ul><ul><li>E.g. Netscape’s Composer </li></ul></ul><ul><li>Classroom power of visual aspect </li></ul><ul><li>Students can produce much more professional-appearing work </li></ul><ul><li>Ease of communicating with students </li></ul>
  22. 22. Sheridan’s Experience, continued <ul><li>Problems </li></ul><ul><li>Students can easily distract themselves in class </li></ul><ul><li>Testing and cheating - both easier </li></ul><ul><li>Some students resent the cost </li></ul><ul><ul><li>Don’t see the value of the software </li></ul></ul><ul><ul><li>Don’t think the tax refund is significant enough </li></ul></ul><ul><ul><li>Want to keep the laptop </li></ul></ul><ul><li>But many students “bond” with their computers & appreciate the fuller learning </li></ul>
  23. 23. Perspectives <ul><li>Computers - the thinking tool </li></ul><ul><ul><li>for both learning and future work </li></ul></ul><ul><ul><li>(as well as entertainment.) </li></ul></ul><ul><li>Software for many, many purposes </li></ul><ul><ul><li>Complex </li></ul></ul><ul><ul><li>need to learn how to think with/through software </li></ul></ul><ul><li>Computers and the web central to our culture - unavoidable </li></ul>
  24. 24. Possibilities <ul><li>Increasingly computers “user-friendly,” </li></ul><ul><ul><li>Helps to find a learning community to help you “get it.” </li></ul></ul><ul><li>Free tutorials sometimes available on web. </li></ul><ul><li>Course management software still in a pioneer state, </li></ul><ul><li>Pedagogical knowledge about how to use the web for courses - pioneer state too. </li></ul><ul><li>Teachers need to partner with their students </li></ul><ul><ul><li>learn what they already do with computers and the web </li></ul></ul><ul><ul><ul><li>incorporate those aspects into our teaching </li></ul></ul></ul>
  25. 25. From Chalkboard to Website <ul><li>1957 - the beginnings of ARPANET </li></ul><ul><li>1979 - WordStar </li></ul><ul><ul><ul><ul><ul><li>word-processing begins </li></ul></ul></ul></ul></ul><ul><li>1980s - the Internet </li></ul><ul><ul><ul><ul><ul><li>Usenet newsgroups and electronic mail </li></ul></ul></ul></ul></ul><ul><li>1991 - World Wide Web </li></ul><ul><li>1998 - Sheridan’s Mobile Initiative </li></ul><ul><li>2004 - Pioneers in a New Age - CADE/IT </li></ul><ul><ul><ul><ul><ul><li>Education on and through the web </li></ul></ul></ul></ul></ul><ul><li>A new age in </li></ul><ul><li>rhetoric, writing & semiotics! </li></ul>
  26. 26. The Shifting Semiosis of Learning <ul><li>For more information about Sheridan’s learning adventure, circa 2004 - </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li>And about my learning adventures - </li></ul><ul><li> </li></ul>
  27. 27. Thanks for your attention, Joan Vinall-Cox