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Vanessa Vaile

Whither the Wikis? - Inside Higher Ed - 0 views

www.insidehighered.com/...wikis

wikis web2.0 higher education evomlit tools multiliteracies technology

shared by Vanessa Vaile on 14 Jul 10 - Cached
  • higher education’s relationship with wikis — Web sites that allow users to collectively create and edit content — has been somewhat hot-and-cold
  • tolerance, even appreciation, of Wikipedia as a useful starting point for research
  • using wikis to pool human knowledge of various topics into single, authoritative accounts falls into the “not” category
  • ...13 more annotations...
  • professoriate is too entrenched in traditional publishing
  • one of two things to happen before wikis can take hold in scholarship
  • “Either senior, post-promotion faculty will need to lead some successful wiki-based projects, or there will need to be an overhaul in the way we think about publication.”
  • highlight individual voices
  • open peer-review — another concept that has struggled to get traction.
  • blogs as a new-media invention that satisfies the scholarly desire for attribution
  • Scholarpedia, meanwhile, only lets selected experts play in its virtual sandboxes, making it more like a traditional journal or encyclopedia than a true wiki
  • Discipline-specific wikis might have an easier time building a community
  • A wiki might also garner more use if it focuses on a relatively young discipline
  • The greatest contributions wikis have made to academic research can be found not in actual wikis but in collaborative tools built on a similar model,
  • “Whether it’s the idea of user-generated content, or inviting many eyes onto a project (e.g., CommentPress), or, tools that facilitate collaboration, such as Google Docs or Zoho Office, wiki-like ideas are increasingly important to the scholarly community.”
  • the areas where they have gotten the most play in higher education seems to be in classrooms and various administrative apparatuses
  • wikis have become popular vehicles for class exercises
  • Vanessa Vaile on 14 Jul 10
     
    on the use and future of wikis in higher ed
Vanessa Vaile

Blog U.: Reforming Higher Education: To What End? - University of Venus - Inside Higher Ed - 0 views

www.insidehighered.com/...g_higher_education_to_what_end

whither-U academic labor highered NFM CFHE future of education innovation disruption MOOCs education ELearning

shared by Vanessa Vaile on 24 Aug 11 - No Cached
  • Vanessa Vaile on 24 Aug 11
     
    column by Lee Skellerup Bessette on problems of change in higher ed, educators vs accountability by analytics & design by algorithm
Vanessa Vaile

News: Technologically Illiterate Students - Inside Higher Ed - 0 views

www.insidehighered.com/...techliteracy

technology evomlit multiliteracies education highered technological literacy

shared by Vanessa Vaile on 17 Jul 10 - Cached
  • definition of technological literacy needs updating. In the 1990s, she explained, the U.S. Education Department defined it to mean the ability to operate a computer. These days, computers are so user-friendly that being capable of operating one does not say much about a person’s competence.
  • a line between computer users who can handle only basic programs such as word processors and search engines, and those who understand the structures and concepts that underlie modern technology, and how to think critically within them
  • less about who has hardware, but who has access to information; who has those problem-solving skills
  • ...14 more annotations...
  • sumption that today’s student are computer-literate because they are “digital natives” is a pernicious
  • task-specific tech savvy
  • tech-skeptical
  • not mean tech-negative
  • critical capacity to glean the implications, and limitations, of technologies as they emerge and become woven in
  • ethical use of technology
  • instructors might try to do their best to integrate discussions that might improve students’ tech literacy into existing units in the syllabus
  • more collaborative work
  • source-checking websites
  • real-world examples to support their idea
  • meta-discussions about the limitations of technological tools
  • Arguing that there should be new standards for tech literacy and that most students don’t meet them implies a third piece -- one that is likely to make course designers hem and haw: You need to teach them.
  • filtering the pertinent from the misleading
  • critical thinking skills that enable them to use various technologies wisely
Vanessa Vaile

News: Harnessing Social Media - Inside Higher Ed - 0 views

www.insidehighered.com/...sloan3

evomlit multiliteracies socialnetworking insidehighered #PLENK2010 technology twitter Facebook socialbookmarking social media web2.0 information management information overload

shared by Vanessa Vaile on 11 Nov 10 - No Cached
  • There was always more potentially relevant information out in the world than people could ever hope to know. But Twitter, Facebook, social bookmarking sites, and countless other content streams and conversation threads — constantly available in the era of wireless networks and mobile computing — have thrust many in academe into an endless, unwinnable race to keep up.
  • At a session on Friday here at the Sloan Consortium International Conference on Online Learning, called “Managing the Flow of Information,” a roomful of higher ed technologists commiserated about the information assault and discussed how to figure out what information to ignore without abnegating their obligation to stay current.
  • While some instructors might take the sight of students typing on keyboards and smartphones as a sign of chronic inattention, the authors of this study take it as the opposite.
Vanessa Vaile

Education and the social Web: Connective learning and the commercial imperative - 0 views

firstmonday.org/...2718

technology PLENK2010 multiliteracies evomlit resources tools

shared by Vanessa Vaile on 08 Dec 10 - No Cached
  • I argue that commercial social networks are much less about circulating knowledge than they are about connecting users (“eyeballs”) with advertisers
  • not the autonomous individual learner, but collective corporate interests that occupy the centre of these network
  • business model restricts their information design in ways that detract from learner control and educational use
  • ...54 more annotations...
  • Just as commercialism has rendered television beyond the reach of education, commercial pressures threaten to seriously limit the potential of the social Web for education and learning.
  • Web 2.0 and online social networking have been the subject of sustained and lively interest among practitioners and promoters of educational technology
  • what is seen as the radical potential of these services
  • Social networking is so central to these new versions of education that a new “connectivist” theory of learning has come to be closely associated with them
  • a theory in which “knowing” itself is seen to be “defined by connections” making “learning primarily a network forming process”
  • described in terms of the liberation of learners from traditional constraints, as allowing them go beyond the classroom, to network “with peers worldwide,” and ultimately, to “take control of their own learning”
  • These visions are above all associated with the “personal learning environment
  • The personal learning environment is envisioned as a set of applications and services — to a large extent, logos and brands — organized around a single user, according to his or her learning and informational preferences and needs.
  • Through these services, the user is to be connected with teachers, mentors and other learners
  • some advocates of these approaches to learning have been raising concerns about the commercial nature of many of these services.
  • “You are not Facebook’s customer. You are the product that they sell to their real customers — advertisers. Forget this at your peril”
  • “This simple reality underlies almost all considerations having to do with these tools,
  • To use these tools is to reinforce, however indirectly, the ‘advertised life,’
  • The question is whether there is a role for higher education to promote ‘safe spaces’ free of this influence.”
  • the business model of commercial social networks is based on advertising, assisted by the data collection, as well as powerful tracking and analysis capabilities.
  • powerful surveillance functions
  • theories of media ideology and hegemony developed some time ago by Raymond Williams and Todd Gitlin
  • constraints presented by commercialized forms and contents rendered educational television a failure decades ago
  • similar structural issues threaten to sharply limit the potential of much newer social media for education and learning
  • Facebook, Google and other Web 2.0 and social networking services are making enormous sums right now from the users and advertisers they attract, and they are in aggressive competition to do this more efficiently
  • The absence of references to advertising (and also to tracking and analysis) in many discussions of the personal learning environments is surprising given the proliferation of logos and brands of commercial services
  • Because advertising is the raison d’être of services like Google and Facebook, it also provides the basis for the design, organization and maintenance of all of these other services and functions.
  • This way of understanding advertising and Web 2.0 draws on critiques of television (and the role of advertising in it) that were articulated decades ago.
  • the goal of these media organizations, he says, is to sell a product, and the product that “the networks sell is the attention of audiences; their primary market is the advertisers themselves”
  • One thing that is different today is that there is no one monolithic audience that forms a generic product to sell to advertisers.
  • An obvious objection to be raised at this point is that Facebook or Google, unlike television, do not have significant control over the content that is used to assemble audiences for advertisers
  • users have a clear choice regarding the kinds of content that they wish to view and disseminate
  • complex and subtle but very effective ways in which advertisers’ interests shape online social contexts.
  • Raymond Williams’ 1974 critique, Television: Technology and cultural form.
  • Williams’ text requires only minor revision to speak to the situation of commercial Web services today:
  • whether there is a role for higher education to promote ‘safe spaces’ free of this influence.”
  • Williams is making the point that the relationship between content and advertising is subtle and insidious, and that it is slightly different in the case of content “made for TV” than for its non–commercial counterpart.
  • “a dominant cultural form;”
  • what is important for the similarly non–commercial content of the social Web is informational design, architecture, and algorithm.
  • operation in otherwise non–commercial programming is registered in terms of sequence, rhythm and flow
  • Users of Facebook are sure to have been struck by the numerous and varied ways in which it cultivates gregarity and interaction, the way in which it relentlessly structures and supports sociality and connection
  • It is common to observe that the term “friend” itself is emptied of meaning by this incessant use and quantification;
  • Facebook exemplifies a way of generating and circulating information that encourages the expansion of interconnections between users
  • The controversy arises from the possible addition of a corresponding “Dislike” button.
  • lowers the psychological barrier to connecting with commercial entities
  • Gregarious behaviour is rewarded on Facebook
  • approval of a resource will draw ever more attention to it.
  • To provide the option of expressing dislike for a brand like Coca–Cola or to disapprove of a newspaper report or an article like this one is contrary to Facebook’s business interests
  • The dynamics here are rather reminiscent of what television of a bygone era had to offer: In both cases, you can either watch (i.e., “Like”) the products and lifestyles being showcased, or simply walk away.
  • “Like buttons” similar to many other connective features of social networks, “are about connection; Dislike buttons are about division.”
  • Similarly, other services will also systematically exclude possibilities for the expression of dissent and difference.
  • Despite the current prominence of social–psychological and connectivist theories, it is easy to make the case that learning is just as much about division as it is about connection.
  • In fact, the consistent pattern of suppressing division, negativity and interpersonal dissent that is central to the business model of social networking services runs counter to some of the most common models and recommendations for online student interaction and engagement.
  • Opportunities for social selectivity, discretion, privacy and detachment are an important precondition for the acts of disclosure and mutual critique, falsification and validation central to these models
  • selectivity and discretion — the “safe spaces” hoped for by Lamb and Groom — are rendered structurally impossible in convivial, commercially–contoured environments
  • Knowledge is not exclusively embodied in ever growing networks of connection and affiliation, and it does not just occur through building and traversing these proliferating nodes and links
  • Education is clearly a social process, but it is probably much closer to an ongoing discussion or debate than an extended feast or celebration with an ever-expanding network of friends.
  • advertising, tracking and analysis functions of commercial social media present, as Raymond Williams says, “a formula of communication, an intrinsic setting of priorities”
  • It only remains to be seen whether this dynamic renders commercial social networking services as fully unsupportive of educational ends as commercial television has long been.
  • Vanessa Vaile on 08 Dec 10
     
    In recent years, new socially‏oriented Web technologies have been portrayed as placing the learner at the centre of networks of knowledge and expertise, potentially leading to new forms of learning and education. In this paper, I argue that commercial social networks are much less about circulating knowledge than they are about connecting users ("eyeballs") with advertisers; it is not the autonomous individual learner, but collective corporate interests that occupy the centre of these networks. Looking first at Facebook, Twitter, Digg and similar services, I argue their business model restricts their information design in ways that detract from learner control and educational use. I also argue more generally that the predominant "culture" and corresponding types of content on services like those provided Google similarly privileges advertising interests at the expense of users. Just as commercialism has rendered television beyond the reach of education, commercial pressures threaten to seriously limit the potential of the social Web for education and learning.
Vanessa Vaile

Professors Find Ways to Keep Heads Above 'Exaflood' of Data - Wired Campus - The Chroni... - 0 views

chronicle.com/...21430

multiliteracies evomlit navigating chaos education highered information management

shared by Vanessa Vaile on 25 Feb 10 - Cached
  • "Managing the Exaflood"
  • researchers presented ideas for getting a handle on all this data -- an exabyte is one billion billion bytes -- and using it productively.
  • visualization is one way to work with them.
  • ...2 more annotations...
  • Google, a major source of information overload, can also help manage it,
  • These strategies present challenges for accurately tagging data and archiving it, the presenters warned.
  • Vanessa Vaile on 25 Feb 10
     
    navigating chaos ~ Chronicle article in Wired Campus
TESOL CALL-IS

Open for Learning: The CMS and the Open Learning Network | in education - 0 views

ineducation.ca/...-cms-and-open-learning-network

pedagogy online_teaching multimedia teachers teacher-training

shared by TESOL CALL-IS on 19 Feb 10 - Cached
  • TESOL CALL-IS on 19 Feb 10
     
    "Abstract: The course management system (CMS) reinforces the status quo and hinders substantial teaching and learning innovation in higher education. It does so by imposing artificial time limits on learner access to course content and other learners, privileging the role of the instructor at the expense of the learner, and limiting the power of the network effect in the learning process. The open learning network (OLN)-a hybrid of the CMS and the personal learning environment (PLE)-is proposed as an alternative learning technology environment with the potential to leverage the affordances of the Web to dramatically improve learning. Author Name(s): Jon Mott David Wiley"
Vanessa Vaile

Join the Digital Debate Here - 0 views

chronicle.com/...20944

education evomlit opinion web2.0

shared by Vanessa Vaile on 31 Jan 10 - Cached
  • We've heard lots of talk about the revolutionary nature of Web 2.0, the conversion of whole populations from passive receivers of information (and propaganda) into active citizens and critical consumers and content-creators. Skeptics don't buy it, at least not all of it.
  • "The Future of Education: Charting the Course of Teaching and Learning in a Networked World."
  • orum hosted by Steve Hargadon
  • ...3 more annotations...
  • various discussions and controversies over the Digital Age
  • Host and guest can see the feedback unfold and respond during the chat. Then, Hargadon opens the discussion to everybody,
  • The project is an excellent specimen of the best kind of intellectual engagement, which wouldn't be possible without digital technology.
  • Vanessa Vaile on 31 Jan 10
     
    Mark Bauerlein, Brainstorm column- The Chronicle of Higher Education
Vanessa Vaile

Academics and Social Media: #mla09 and Twitter - ProfHacker - The Chronicle of Higher E... - 1 views

chronicle.com/...22901

evomlit web2.0 tools Twitter multiliteracies education academia networking Wiki scholarship technology

shared by Vanessa Vaile on 19 Apr 10 - Cached
  • One category of informal gatherings this year was the “Tweetup” — a meeting of convention attendees who happened to be using the micro-blogging social media tool Twitter.
  • What makes this development significant is the (still, unfortunately) marginal and somewhat disreputable status of social media in academia:
  • via our own Twitter account, ProfHacker solicited answers to the following question: “How did Twitter affect (positively or negatively) your experience of #MLA09?”
  • ...9 more annotations...
  • In the second, the commenter chose to address a different social media tool: the English Job Search Wiki.
  • one new internet phenomenon that does prove useful — for people on both the hiring and applying ends of the job market — is the English Job Search Wiki.
  • Now that I see the power of Twitter for communicating with MLA members, convention attendees, and other interested people, I will think about more ways the MLA can promote conversations that extend well beyond the walls of the cities in which we meet.
  • But buried within the sense that the 140-character form trivializes our work — a complaint about condensation that might not be so far removed from faulting poetry for its failure to present extended realist narratives — is an implied concern about who it is that sees us being trivial.
  • a key form of outreach
  • not just to our colleagues but to the broader intellectual public, and to those whom we need to support higher education
  • until we get over our fears of talking with the broader culture, in the forms that we share with them, we’ll never manage to convince them that what we do is important.
  • Because of the network I created for myself on Twitter, I was able to sit in a packed conference room, listening to a panel full of people I already knew (in a virtual space, who later became people I knew in meatspace) talk to a room full of people I already knew, about issues I understood were directly affecting those real people. Twitter made my conference experience much more real.
  • The year’s lesson in twittering at conferences, for me, is that context is all. We’re still figuring out how media that are at once synchronous and asynchronous, and audiences that are at once present and absent, fit into our comfortable conference-going habits.
Vanessa Vaile

The Souls of the Machine: Clay Shirky's Internet Revolution - The Chronicle Review - Th... - 1 views

chronicle.com/...65827

evomlit web2.0 multiliteracies technology education social media web culture'

shared by Vanessa Vaile on 15 Jun 10 - Cached
  • the goal is to study technology and society by making gadgets that challenge assumptions of how machines fit into daily life and get people interacting
  • as Web sites become more social, they will threaten the existence of all kinds of businesses and organizations, which might find themselves unnecessary once people can organize on their own with free online tools
  • Who needs an academic association, for instance, if a Facebook page, blog, and Internet mailing list can enable professionals to stay connected without paying dues?
  • ...1 more annotation...
  • those who make playful social networks improve society more than all those now-unnecessary offline organizations.
Vanessa Vaile

The Ning Thing.docx - 0 views

docs.google.com/...pub

evomlit tools multiliteracies technology ning

shared by Vanessa Vaile on 06 Jul 10 - Cached
  • good source for information on Ning: http://en.wikipedia.org/wiki/Ning_(website)
  • Ning was a free-form platform for the development and hosting of open-source social applications
  • Ning pricing structure is three-tiered, as explained here: http://blog.ning.com/2010/05/introducing-ning-pro-ning-plus-and-ning-mini.html
  • ...40 more annotations...
  • ompelling affordances for group collaboration
  • Participants can sign up or sign in and set up profiles for any particular Ning, parts of which carry over to other Nings, achieving familiarity with minimal repetition of data entry
  • crucial components of many educators’ PLNs
  • Nings have c
  • Webheads in Action used to enroll participants in its free bi-annual WiAOC international online conferences in a Moodle, but for the last one, moved the community over to a Ning (http://webheadsinaction.ning.com/). This Ning now has over 350 members.
  • Because Nings were free and robust for collaboration, they were an ideal tool for educators seeking to jump-start communities on little or no funding.
  • Alec Couros sees this kind of thing happening more and more in the crystal ball future and suggests that schools and educators would be better off investing in self-hosting using FOSS, free and open source software (Couros, 2010).
  • general consternation
  • a number of issues
  • One is for how long Internet users can expect free services
  • other side of the coin is the nature of teaching, where hard-pressed teachers with little time and less budget tend to cobble together whatever resources they can muster
  • Monetization is rarely a consideration for teachers and educational technology specialists
  • , whose main aim is to find platforms that will support learning through sharing.
  • The immediate concern following an announcement such at the one issued by Ning April 16 is simply preservation of content stored at the free site
  • sponsorship is available only for “Ning Networks focused on North American K-12 and Higher-Ed ... including Ning Networks that facilitate learning in a classroom, best practices, educator-to-educator collaboration, or parental support,”
  • Pearson, who have offered to sponsor Nings for educators at the Mini level, the lowest level of Ning
  • almost all continents on the planet are excluded from the deal
  • Kevin Hodgson has been writing some interesting posts about the Ning thing.
  • the only reliable alternative to Ning is to host your community yourself, or at a trusted institution
  • http://tinyurl.com/alternatives2ning).  This document remains the most comprehensive source of advice on what to do about replacing Ning that exists anywhere on the Internet
  • Alec Couros (2010) decided to crowdsource some answers
  • back up your Ning
  • there are a number of sites offering Ning-like look and feel which will (attempt to) import your content, or some of your content, from Ning
  • Grou.ps
  • Grouply
  • designed to work as a social-network portal for Yahoo and Google Groups.
  • see: http://webheads.grouply.com/
  • A tool that works well for capturing blog content is Posterous
  • Spruz
  • Wackwall
  • Good and Bazzano (2010) have a good rundown of many of the options listed here
  • another free site that lets you set up a Portal with features similar to those of Ning.
  • another social networking portal which will do much the same thing
  • Other sites encourage you to restart your community afresh
  • Stevens, V. (2010). The Ning thing. TESL-EJ, Volume 14, Number 1. Retrieved on today’s date from http://www.tesl-ej.org/wordpress/issues/volume14/ej53/ej53int/.
  • Posterous Targets Ning
  • Siemens, G. (2004). Connectivism: A Learning theory for the digital age. Elearnspace. Retrieved June 27, 2010 from http://www.elearnspace.org/Articles/connectivism.htm.
  • Good, R. and Bazzano, D. (2010). Ning Alternatives: Guide To The Best Social Networking Platforms And Online Group Services. MasterNewMedia May 3rd, 2010. Retrieved June 27, 2010 from http://www.masternewmedia.org/ning-alternatives-guide-to-the-best-social-networking-platforms-and-online-group-services/.
  • If you wish to write anonymously on a Ning thing document, you can do so at Alec Couros’s crowdsourced Google Doc here: http://tinyurl.com/alternatives2ning
  • Multiliteracies
Vanessa Vaile

The Multiliteracy Project - 0 views

www.multiliteracies.ca

evomlit multiliteracies education

shared by Vanessa Vaile on 10 Feb 10 - Cached
  • esponsibility to not only educate the minds, but also the hearts of my students
  • I want my students to look at knowledge in a connected and ethical way
  • personal self-understanding on an intellectual and emotional level
  • ...5 more annotations...
  • higher level thinking skills
  • encourage students to attain greater self-understanding
  • The Multiliteracy Project is a national Canadian study exploring pedagogies or teaching practices that prepare children for the literacy challenges of our globalized, networked, culturally diverse world. Increasingly, we encounter knowledge in multiple forms - in print, in images, in video, in combinations of forms in digital contexts - and are asked to represent our knowledge in an equally complex manner.
  • ighlight two related aspects of the increasing complexity of texts
  • (a) the proliferation of multimodal ways of making meaning where the written word is increasingly part and parcel of visual, audio, and spatial patterns; (b) the increasing salience of cultural and linguistic diversity characterized by local diversity and global connectedness .
  • Maria Rosario Di Mónaco on 10 Feb 10
     
    A research collaboration of students, educators and researchers
Vanessa Vaile

Blog U.: Online Education and Blogging - Technology and Learning - Inside Higher Ed - 0 views

www.insidehighered.com/...online_education_and_blogging

evo2010mlit evomlit education elearning blogging writing

shared by Vanessa Vaile on 26 Jan 10 - Cached
  • For conference presentations or article submissions there is no substitute for invested time in reflection, writing, and re-writing. For blogging - well it goes on the page as it goes through the brain.The best preparation I received for blogging was teaching online. One of the most important elements for running a successful online course involves presence. The instructor must be "present" in the course discussion boards and blogs. Teaching online gave me tons of practice in writing rapid, hopefully thought provoking, discussion and blog posts around the curriculum and the student's work
Vanessa Vaile

Artifacts of sensemaking | Learning and Knowledge Analytics - 2 views

www.learninganalytics.net/?p=94

sensemaking analytics learning Siemens learning analytics #lak11 #evomlit11 #evomlit chaos management

shared by Vanessa Vaile on 16 Jan 11 - No Cached
  • sensemaking attempts include: blog posts, summary Moodle forum posts, images, analysis of discussion forum activity, social network analysis, etc.
  • Creating and sharing artifacts of sensemaking is an important activity in open online courses.
  • filtering (or forming sub-networks/groups/discussion clusters) happens once the course is underway
  • ...9 more annotations...
  • learners are a diverse group
  • uniformity of university program tracks masks the differences of learners.
  • In an open course, participants aren’t filtered in the same way.
  • Higher education generally homogenizes learners through pre-requisites or subject streams (programs).
  • we begin to connect with those who respond favorably, we gravitate toward those who we find interesting (but not so interesting that we feel no connection),
  • One of the primary ways of connecting with others in an open course is through creating and sharing artifacts of sensemaking.
  • When our learning is transparent, we become teachers.
  • Essentially, we form small sub-networks that connect (lattice-like) to other sub-networks
  • fluidity of interaction across novice-intermediate-expert networks is one of the main points of value in open courses.
Maria Rosario Di Mónaco

Education Week: Cyber Students Taught the Value of Social Skills - 0 views

www.edweek.org/...5edtech_socialization.h30.html

education evomlit evomlit11 multiliteracies

shared by Maria Rosario Di Mónaco on 20 Jan 11 - No Cached
  • Socialization of students is education in itself,”
  • Many cyber schools regularly use social-networking tools in their online classes and are also moving to incorporate some face-to-face interaction into their classes
  • The ubiquitous use of tools such as Skype, a free Web-based videoconferencing service, and webcams let students see their peers and their teachers, even in cyberspace.
  • ...10 more annotations...
  • Polling of parents often shows that socialization is a key concern
  • “The Big Think” as an alternative to Facebook, the popular social-networking site that causes angst for many brick-and-mortar schools over online bullying that can spill over from the site into school hallways. The Big Think is a closed social-networking site open only to K12 Inc., students and their parents
  • cyber students were rated significantly higher by both parents and students themselves in various areas of social skills, though teacher ratings for those students did not differ significantly from those for students in traditional public schools. Problem behaviors among online students, as rated by the parents, teachers, and students themselves, were either significantly lower or not significantly different when compared with national norms.
  • The quality of the online program is a factor in socialization, as is the type of student enrolling, she said
  • For a student already lacking in socialization in a traditional school setting, online education could be even more isolating. And for low-achieving students taking online classes, Ms. Minke said, families may not be as involved as they need to be to ensure their children are “academically progressing and to monitor their social development.”
  • From a larger, societal perspective, she said, online students may not be exposed to the diverse viewpoints or communities they might see in a regular school.
  • I’d worry that [online students] might not have the diversity of positive adult role models.”
  • Adding a layer of socialization to cyber school can make the difference in a student’s experience.
  • “This gives them the opportunity to collaborate on their work or mingle and become more invested in the educational process,
  • “We want to build a student-student relationship as well as a relationship with a teacher,”
Vanessa Vaile

Giving Feedback on Student Writing: An Innovative Approach - Faculty Focus | Faculty Focus - 1 views

www.facultyfocus.com/...writing-an-innovative-approach

commenting teaching writing feedback interaction student-writing collaboration onlineteaching pedagogy pot evomlit multiliteracies

shared by Vanessa Vaile on 31 Aug 11 - No Cached
  • British journal, Assessment & Evaluation in Higher Education involving the use of something called interactive cover sheets. First-year students in an outdoor studies degree program took a two-semester, six module course which required preparation of a number of written assignments. After preparing their papers, students attached an interactive cover sheet on which they raised questions about the paper they had just completed, thereby identifying the specific areas for feedback.
  • The goal was to overcome the one-way communication that occurs when teachers write comments on student papers
  • Students also tell stories about feedback received on their papers
  • ...10 more annotations...
  • Does this idea of having students frame questions about their papers and writing offer a solution? The faculty who tried the approach found that students struggled mightily with the task
  • It’s pretty easy to understand why students would find this task challenging. Most (especially beginning students) have little or no experience assessing their own work and then to have to frame a question that would elicit feedback helpful to improving your next paper—that’s a pretty complicated task. But it’s such a good one.
  • that’s a really useful skill
  • I wonder if there might be some ways to reframe the task that would make it easier initially. Maybe students need guidelines early on: Identify the part of the paper you had the most trouble with and ask a question about it. Identify the part of the paper you think turned out best and explain why you feel good about it
  • a potentially promising idea with the dual benefits of developing a great self-assessment skill and directing feedback
  • The 5 questions that I ask are: 1) What are you trying to say here (what's the thesis/main point)? 2) Why is what you are trying to say important? 3) What is working in the piece and why? 4) What is not working in the piece and why? 5) What questions do you have for me?
  • If students feel that they are graded on the writers that they currently are rather than the writer that they are trying to be, many will be hesitant to open an honest dialogue.
  • dialogical cover sheet dates back to the expressivist movement in composition studies in the 1980s. I first came across it through Peter Elbow's writing
  • scaffolding the feedback process by offering students the opportunity to identify aspects of the paper or parts of the paper they would like their instructor to respond to is empowering pedagogy
  • The challenge is making the cover sheet simple enough
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