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Cole Camplese

CI 597: The Review (Brad Kozlek) - 0 views

blogs.tlt.psu.edu/...ci-597-the-review.html

psuhack psuhackmodel designhack

shared by Cole Camplese on 13 Jul 10 - Cached
  • Cole Camplese on 13 Jul 10
     
    The class watched the Phantom Menace Review in class towards the beginning of the semester. This just seemed like a good way to sum up the course.
Cole Camplese

Online Media Presentations in a History Course (Wayne Anderson) - 0 views

www.personal.psu.edu/...tions-in-a-history-course.html

psuhack psuhackmodel

shared by Cole Camplese on 13 Jul 10 - Cached
  • Cole Camplese on 13 Jul 10
     
    We hoped this activity would require students to critically explore the topics they selected and make connections between the themes inside and outside the course. Carolyn and I sat down to reflect on the project and recorded this podcast.
Chris Long

The Ethics of Blogging Ethics (Christopher Long) - 0 views

www.personal.psu.edu/...ethics-of-blogging-ethics.html

designhack psuhack psuhackmodel hacktheory

shared by Chris Long on 14 Jul 10 - Cached
  • In the context of ethics education, this presentation seeks to articulate how blogging allows faculty not merely to deliver content to students about ethical theory and practice, but also to perform the virtues of inter-human ethical interaction with students in light of the theories and practices under consideration. Blogging thus allows us to perform the ethics we teach.
Chris Long

Hacking Pedagogy Blog (Cole Camplese & Christopher Long) - 0 views

blogs.tlt.psu.edu/...psuhack

psuhack designhack psuhackmodel facultyhack studenthack hacktheory lifehack staffhack

shared by Chris Long on 14 Jul 10 - Cached
  • Chris Long on 14 Jul 10
     
    The Official Blog of the Hacking Pedagogy Project.
Chris Long

Education as a two-way street (Pam Dorian) - 2 views

www.personal.psu.edu/...ation-as-a-two-way-street.html

psuhack psuhackmodel studenthack trusthack facultyhack

shared by Chris Long on 13 Jul 10 - Cached
  • He never presented himself as a guy who has all the answers (though I suspect he has a better grasp on them than we do). Instead, he encouraged us to work TOGETHER -- teacher and student -- to discover the truth. In fact, he took it a step further and actually let us AUTHOR our own textbook -- that is, he trusted us enough to let us control the blog. As a student, this sort of trust motivates you to live up to expectations. It's actually a lot of pressure ("he expects us to partially direct the class ourselves? Well jeez we better make this interesting...")
  • Chris Long on 14 Jul 10
     
    Teacher as learner.
Cole Camplese

Why educators must become hackers (Rey Junco) - 2 views

blog.reyjunco.com/-educators-must-become-hackers

psuhack psuhackmodel hacktheory

shared by Cole Camplese on 13 Jul 10 - Cached
  • Cole Camplese on 13 Jul 10
     
    A key quality these early academic social media adopters share is the hacker mentality. I know the hacker mindset well because I used to be one. In the early days of personal computing, I was very much involved in hacking, phreaking (sorry, Ma Bell), and the budding bulletin board system (BBS) community. I won't get into the finer details about hacking culture here, but can summarize it by saying that hackers are interested in manipulating technology for greater personal and social/community benefit. There is a strong antiestablishment ethos that is woven through hacker culture that traditional educators can learn a lot from.
Cole Camplese

Rethinking the Large Lecture Classroom (Chris Stubbs) - 0 views

www.personal.psu.edu/...e-large-lecture-classroom.html

psuhack studenthack trusthack psuhackmodel

shared by Cole Camplese on 13 Jul 10 - Cached
  • Cole Camplese on 13 Jul 10
     
    Enter Comm110, better known as Media and Democracy: a 300 person general education course, taught by Professor Michael Elavsky, which explores the role that the media plays in shaping our impressions of politics in our world.  As you might imagine, any substantial current event could demand class coverage and discussion.  But how do you facilitate discussion in one of the most intimidating venues imaginable for your average college freshman?
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