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Priscilla Stadler

Community 2.0 - 0 views

lagccnetworks.blogspot.com

shared by Priscilla Stadler on 29 Jan 13 - Cached
  • It is not so difficult to use technology to deliver instruction, but a bit challenging to use it to teach a concept.
    • Priscilla Stadler
      Priscilla Stadler on 29 Jan 13
       
      Yellow = faculty learning Pink = examples of connecting students
  • The benefits for students were anecdotal but nonetheless strong from the very first time I connected a composition class with another composition class—I believe the very first was my ENG 101 with an ENG 099 Ximena was teaching. Students saw the process of offering feedback to another set of students, people who were not in the class, as an authentic, meaningful experience serving real needs. Peer review within the classroom could not compare to connecting with another person whose blog and personalization of it revealed a character yet unexplored. There was no mystery in looking at a classmate’s paper any more than there was in their looking at their own—they were all hoops to jump through set by the professor. For reasons I do not pretend to fully understand, the same text posted somewhere as a blog entry produces different reactions. Maybe we (or the students’ generation for certain) live in an era where such online identities are real identities—it is of little importance for my exploration. What did matter was that in that interaction students produced feedback far better, in quality and quantity, than they did in the confines of the single traditional classroom.
  • One semester I taught a particularly unruly liberal arts cluster using blogger and these kinds of interactions. There were many moans and groans which frequently had me question whether the class was indeed benefitting in a way worth all the trouble; a couple of semesters later, I had two of the same students in my ENG 102 class. Because it was a Fall II class and I wanted the short session to be different anyway, I conducted that class with no 2.0 tools. At the end of the first week, one of the students from the previous semester came to my office and asked “what happened to the blogs.” I responded that given the complaints, I would have thought nobody missed them. His response pointed to an aspect I had never even considered. He told me that when he wrote in the blog and he knew that others would read it and respond to it, he never felt like it was a lonely homework endeavor in which he was engaged. Thus began my own shift in focus.
  • ...6 more annotations...
  • Students have gotten back their essays and I've asked them, while preparing for their final reflection in-class essay, to decide what they think are the two best paragraphs in their NYC neighborhoods papers; we'll have an extra credit session in my office next week to turn the submissions from participants into a map of paragraphs. 
  • We discussed how our platforms were an integral part of the activities and contributed to the learning process (of both the students and instructors). Bass and Elmendorf suggest that at the heart of their theory of "social pedagogies" is the development of "authentic tasks," which allow for the "representation of knowledge for an authentic audience" and contributes to the "construction of knowledge in a course" (2). We found that our activities necessitated the creation of an authentic audience, which is crucial for the process of peer and individual learning. There were several challenges that we faced such as timely responses/feedback, lack of participation/promoting discussion, and lack of in-depth responses. The solution is to assign cross-section pairings and use platforms that facilitate interactivity collaboration, and accountability.
  • What was interesting is that I have had to repeatedly remind students that, after they uploaded their videos, the task was to compare and contrast and comment on others’ videos.  Students seemed reluctant to do this.  I couldn’t understand if this had to do with the perception that they were “critiquing” each other’s videos (because that was not the assignment) or not.  They were to reflect on the videos and see what connected their community to other communities. 
  • As I've written in greater detail my previous post ("Update, May 27), here are some things I'd do differently next semester: 1) provide my students more guidance and practice with peer review; 2) start connecting earlier in the term; 3) use Google Drive to supplement Facebook. This semester has been a surprisingly enjoyable rough draft
  • If I had the chance to do this activity over, I'd spend some time at the beginning of class to model feedback
  • When I first told my students that another class would be reading their essays and commenting, it quickened stragglers' resolve to finish (already!) setting up their blogs.
Ximena Gallardo

Hub-and-spoke blogging with lots of students - 1 views

teleogistic.net/...blogging-with-lots-of-students

blogs assessment pedagogy

shared by Ximena Gallardo on 02 Jun 11 - No Cached
  • The blogroll is then split into groups
  • In practice, the groups serve several purposes. First, membership in a group give individual students a more focused and manageable reading load.
  • Second, focused groups mean that each student has a guaranteed audience.
  • ...7 more annotations...
  • Third, dividing the class into blog groups provides ready-made groups for in-class work as well.
  • Bringing the blogs to the center of the classroom experience does a couple of things: it highlights good student work (I try to talk about everyone’s blog at least once per term), it creates the impression that the blogs really are a crucial part of the class, it’s a good way to revisit issues that went either unexplained or underexplained in the previous session, and it makes future blog posts better when blog authors believe that their work might be discussed in class.
  • I started writing “In the blogs” posts, digests of what caught my eye that day, and a brief description of why. I’d generally try to post this at least twelve hours before the class session where the posts would be discussed.
  • Near the beginning of the term, I deliberately overdid it with In the blogs, in order to give students the sense that the blogs were really significant intellectual spaces and important to the class. See, for example, digests from the beginning, the middle, and the end of the semester.
  • he purpose of the blogs in these classes is to give the students a space for reflection that they take seriously (publicness does this) but that is low-stakes enough to allow for risk-taking and experimentation. Thus my pass-fail grading: if the blog post is on time, and demonstrates even a modicum of thought, you get full credit.
  • The happy byproduct of this arrangement is that a close reading of every blog entry and comment is not necessary.
  • Early in the semester I try to read every post relatively carefully and comment on most of them – largely so that I can model the kind of thoughtful but not-too-formal commenting that I’d like the students to adopt – but as the term progresses the community generally takes care of itself pretty well.
veraalbrecht

Journal of Computing in Higher Education, Volume 15, Number 1 - SpringerLink - 0 views

www.springerlink.com/...30n7r7703r54874g

grading online discussion

shared by veraalbrecht on 27 Apr 12 - No Cached
  • veraalbrecht on 27 Apr 12
     
    Journal Article Educational Experiences and the Online Student
Priscilla Stadler

Whither the Wikis? - Inside Higher Ed - 2 views

www.insidehighered.com/...wikis

wiki pedagogy research

shared by Priscilla Stadler on 14 Jul 10 - Cached
  • “To the extent scholarship in academe is caught up in questions of status, promotion, and tenure,” he says, “then it is slightly misaligned with wiki-style approaches.
  • “For a wiki-based project to succeed within academic culture, I believe it would need to find a way to highlight individual voices in conversation with one another and to reward those individuals for their work, and that just hasn't happened yet
  • Fitzpatrick points to blogs as a new-media invention that satisfies the scholarly desire for attribution.
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  • So far, no broadly imagined academic wiki projects have really hit the big time. Citizendium, conceived -- by Wikipedia co-founder Larry Sanger -- as a more rigorously fact-checked alternative to Wikipedia , has only managed to push 140 articles through the vetting process since it was created in 2006 (there is a logjam of 14,000 articles in various phases of review).
  • Discipline-specific wikis are moving quickly,” concedes Jodi Schneider, a spokeswoman for AcaWiki, pointing to such examples as nLab, for math and physics, and OpenWetWare, for biology.
  • While scholars in more settled fields might chafe at a bottom-up model proposed by wikis, a new field such as social informatics might benefit from a space where everything that is known can be collected and discussed, the authors say.
  • While it's true that there aren’t a ton of formally wiki-based scholarship projects out there, there are lots of resources that are, if you like, wiki-inspired,
  • CommentPress
  • Google Docs or Zoho Office
  • the areas where they have gotten the most play in higher education seems to be in classrooms and various administrative apparatuses.
  • Democratic governance bodies, it seems, are more open to attributing work to an anonymous collectivity.
  • Priscilla Stadler on 14 Jul 10
     
     uses of wikis - not happening in the academy, but useful for students, admin, and in more collaborative settings
Ximena Gallardo

A Rubric for Evaluating Student Blogs - 3 views

chronicle.com/...27196

rubrics blogs assessment

shared by Ximena Gallardo on 02 Jun 11 - No Cached
  • in a recent graduate class on postmodernism, I required once-a-week postings that added up to 20 percent of the final grade:
  • Because these posts are online well before class meets, I am able to skim them for recurring themes or concerns, which I often use as beginning points for class discussion.
  • In my efforts to quickly and fairly evaluate blog posts, I developed a simple 5-point scale, which rates each post according to the level of critical thinking and engagement displayed in the post.
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  • Rating Characteristics 4 Exceptional. The blog post is focused and coherently integrates examples with explanations or analysis. The post demonstrates awareness of its own limitations or implications, and it considers multiple perspectives when appropriate. The entry reflects in-depth engagement with the topic. 3 Satisfactory. The blog post is reasonably focused, and explanations or analysis are mostly based on examples or other evidence. Fewer connections are made between ideas, and though new insights are offered, they are not fully developed. The post reflects moderate engagement with the topic. 2 Underdeveloped. The blog post is mostly description or summary, without consideration of alternative perspectives, and few connections are made between ideas. The post reflects passing engagement with the topic. 1 Limited. The blog post is unfocused, or simply rehashes previous comments, and displays no evidence of student engagement with the topic. 0 No Credit. The blog post is missing or consists of one or two disconnected sentences.
  • I strive for as much transparency as possible, so it’s essential that my expectations (i.e. the rubric) are explained to the students early on, and always available for them to review later. I also let the students know what their grades are for each post, using my university’s officially sanctioned method of transmitting student grades (that is, Blackboard).
  • in order to deepen students’ understanding of their own work, I comment on every student’s blogging at least twice throughout the semester.
Ximena Gallardo

Wiki Writing: Collaborative Learning in the College Classroom / Robert E. Cummings and ... - 0 views

quod.lib.umich.edu/...text-idx

writing collaborative research pedagogy wikis resources

shared by Ximena Gallardo on 11 Sep 11 - No Cached
  • a hierarchical power structure for the state’s body of creating and disseminating original knowledge.
  • Wikipedia has clearly demonstrated, however, that knowledge can be created and disseminated by people who may or may not be credentialed, who contribute as little or as much as they like, who do not need to wait for approval or other works, and who are motivated by something more elusive than cash.
  • as the Nature study has shown, they cannot simply be dismissed as unreliable either.
  • ...18 more annotations...
  • Wikipedia has fundamentally and finally altered epistemology itself—our commonly held ideas about knowledge. For the academy at large, the significance of Wikipedia is roughly equivalent to that which the Heisenberg uncertainty principle had in the sciences in the 1920s—stating what is not possible rather than what is.
  • No matter how improbable it might seem that a Web page that anyone can edit would lead to valuable knowledge, Wikipedia makes clear that there is now another model for knowledge creation.
  • certainly everyone in that audience, has probably relied upon a knowledge acquisition path—from Google to Wikipedia—for which everyone is responsible and no one is responsible at once.
  • this introduction hopes to show nonbelievers, the uninitiated, and wiki followers alike that the simple act of allowing a Web page to be edited by a reader—which is really all that a wiki does—has createdPage  3 a global transition to networked epistemology that affects most anyone who is concerned with knowledge acquisition,
  • Well, it’s a Web page. Which anyone can edit. Usually, but not all the time. I mean, it’s an electronic mailing list with memory. It’s really a collaborative Web space where the mechanics of epistemology and the politics of knowledge creation can be revealed and explored.
  • the largest wiki with the greatest cultural impact
  • open wiki,
  • Wikipedia is not only a reference source, but it is the acknowledged site on the Web for claiming an interpretation of knowledge, as well as a place for controlling public image on an important figure.
  • A wiki is a Web page that users can modify.
  • Wikipedia works because of the massive scale of the Internet; there are simply so many users that articles can be destroyed and reconstructed overnight because enough readers on any given topic are invested in the discussion.
  • The basis of many critics’ complaints with Wikipedia lies in the fact that they view the project against the ideal of a singular, verifiable truth, while Wikipedia envisions itself as a project wide enough to host competing truths.
  • 1.5 million articles
  • the central question over Wikipedia: namely, can its knowledge be trusted?
  • In the study, entries were chosen from the websites of Wikipedia and Encyclopaedia Britannica on a broad range of scientific disciplines and sent to a relevant expert for peer review. Each reviewer examined the entry on a single subject from the two encyclopaedias; they were not told which article came from which encyclopaedia. A total of 42 usable reviews were returned out of 50 sent out, and were then examined by Nature’s news team. Only eight serious errors, such as misinterpretations of important concepts, were detected in the pairs of articles reviewed, four from each encyclopaedia. But reviewers also found many factual errors, omissions or misleading statements: 162 and 123 in Wikipedia and Britannica, respectively
  • college-level scholarship should reflect deeper thinking and research skills than an encyclopedia than a wholesale retraction of the worth of Wikipedia.
  • By expressing surprise and disapproval at the fact that college students are citing the online encyclopedia in research papers, Wales would urge us to develop more awareness of how knowledge is produced and to make use of that awareness when interpreting and applying that knowledge. More bluntly stated, knowing where we get our knowledge is as important as the knowledge itself. The academy needs to react more quickly to the realities of knowledge production in a networked environment if it is to fulfill its role in creating and disseminating knowledge
  • But as long as there is an agreed-upon scope for any particular wiki, there is no reason not to apply this tool of networked consciousness to almost any endeavor.
  • While speaking at a college conference in June 2006 called “The Hyperlinked Society,” Wales said that he gets about 10 e-mail messages a week from students who complain that Wikipedia has gotten them into academic hot water. “They say, ‘Please help me. I got an F on my paper because I cited Wikipedia’’’ and the information turned out to be wrong, he says. But he said he has no sympathy for their plight, noting that he thinks to himself: “For God[’s] sake, you’re in college; don’t cite the encyclopedia.”
Priscilla Stadler

Teaching Tool: Blogging a Mass Killing - 1 views

chronicle.com/...8920

blogs pedagogy tools writing students

shared by Priscilla Stadler on 20 Nov 09 - Cached
  • Unfortunately I think the process closely resembles the standard model of think, write, and discuss since blog entries are typically written in isolation. You had your students create their blog entries in the same room at the same time after witnessing the same event. This is far from typical. A better idea might have been to have students respond to the same blog post via commenting. This is where you more commonly see multiple opinions/voices related to the same theme - a singular blog entry.
    • Priscilla Stadler
      Priscilla Stadler on 20 Nov 09
       
      though the activity was very powerful in terms of students' individual expressions, this commenter has an excellent observation/suggestion
  • Priscilla Stadler on 20 Nov 09
     
    see comments for criticism re: the way this professor used blogs
Priscilla Stadler

Living Mediations: Biology, Technology and Art | HASTAC - 1 views

www.hastac.org/...ons-biology-technology-and-art

biology art media scholarship

shared by Priscilla Stadler on 04 Apr 11 - No Cached
  • Priscilla Stadler on 04 Apr 11
     
    HASTC Scholar blog - interesting
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