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Sue Maberry

From Narrative to Database: Multimedia Inquiry in a Cross-Classroom Scholarship of Teac... - 0 views

www.academiccommons.org/...narrative-database

pedagogy multimedia DigitalStorytelling

shared by Sue Maberry on 15 Mar 09 - Cached
  • technologies of delivery and “technology protocols.”
  • defines “media as socially realized structures of communication, where structures include both technological forms [technologies of delivery] and their associated protocols.”
  • not merely a technological add-on
  • ...12 more annotations...
  • This idea is useful for helping scholars of teaching and learning think through the impact of new media technologies on the practice of capturing and representing evidence of student learning and drawing conclusions from it.
  • Thinking with clarity about the role of technology is key when research focuses on the use of technology in the classroom and when the presentation of that research takes advantage of new media technologies.
  • The results of this study are available in print (see AHHE Forum on Digital Storytelling, Vol. 7.2, 2008) and also online at the Digital Storytelling Multimedia Archive.2
  • There is a somewhat familiar relationship between research and writing which underpins student work; however, because students are working towards a digital end, they are already thinking about their work as being different—more visual, more compressed, and more public than traditional writing products.
  • Thus, the grid designates a liminal space between the protocols of database and linear narrative in a multimedia environment.
  • The tension between grid and linear Web site as two related, yet fundamentally different ways to represent evidence of student learning is one of the most challenging aspects of our meta-study.
  • hese publications follow the hermeneutics of linear, hierarchical, cause-and-effect narratives.
  • the database is the privileged narrative of the computer age, and its logic is fundamentally different from that of linear print narratives
  • his absence of hierarchy is symptomatic of the database as “cultural form:”
  • reducing complexity through categorization works well only if certain criteria are met. First, in terms of the domain of knowledge to be organized, classification is dependent on a “small corpus, formal categories, stable and restricted entities, and clear edges.” Second, successful classification assumes “expert catalogers, an authoritative source of judgment,” as well as “coordinated” and “expert users.”8 One of our goals for this study is to make our findings publicly available in an online archive, accessible to the scholarship of teaching community and beyond. For such an environment, Shirky adds, reducing complexity through stable categories is a “bad strategy:”
  • Users have a terrifically hard time guessing how something they want will have been categorized in advance, unless they have been educated about those categories in advance as
  • Through collaborative coding/tagging and the production of further metadata in a collaborative effort with the academic community, we aim to push the limits of analyzing and representing student learning in Web 2.0 environments.
Gwynne Keathley

Liberal Education | Winter 2009 | Liberal Education & Effective Practice - 0 views

www.aacu.org/...le-wi09_freeland.cfm

liberal education and design

shared by Gwynne Keathley on 24 Feb 09 - Cached
  • The most prominent attempt to introduce practical activity into liberal education is the civic engagement movement, through which students are encouraged to participate in off-campus community service, sometimes in connection with credit-bearing service-learning courses, sometimes outside the formal curriculum. Such programs aim to cultivate habits of “active citizenship” and build problem-solving skills in community settings.
  • Though important in its own right, the civic engagement movement is also a specific instance of the broader effort to link liberal education with action and practice.
  • The Carnegie Foundation has sponsored an effort to enrich the “thinking” orientation of liberal education with the “doing” emphasis of professional studies by incorporating practice-oriented pedagogies, such as simulations and case studies, in liberal arts courses. Many colleges offer interdisciplinary, problem-focused minors like urban studies or international relations through which students learn to think about complex, real-world problems. These programs often provide platforms for community-based research projects, internships and service opportunities, and Model UN–type simulations.
  • Gwynne Keathley on 24 Feb 09
     
    AACU example of a call to link liberal education with more practice-based learning.
Sue Maberry

Taken Out of Context: American Teen Sociality in Networked Publics - 0 views

www.zephoria.org/...taken_out_of_co.html

socialnetworking facebook teenagers

shared by Sue Maberry on 07 Mar 09 - Cached
  • Sue Maberry on 07 Mar 09
     
    Abstract: As social network sites like MySpace and Facebook emerged, American teenagers began adopting them as spaces to mark identity and socialize with peers. Teens leveraged these sites for a wide array of everyday social practices - gossiping, flirting, joking around, sharing information, and simply hanging out. While social network sites were predominantly used by teens as a peer-based social outlet, the unchartered nature of these sites generated fear among adults. This dissertation documents my 2.5-year ethnographic study of American teens' engagement with social network sites and the ways in which their participation supported and complicated three practices - self-presentation, peer sociality, and negotiating adult society.
Sue Maberry

Multimedia as Composition: Research, Writing, and Creativity | Academic Commons - 0 views

www.academiccommons.org/...multimedia-composition

multimedia visual_rhetoric

shared by Sue Maberry on 28 Feb 09 - Cached
  • Sue Maberry on 28 Feb 09
     
    EXCELLENT case study
Sue Maberry

New Media Technologies and the Scholarship of Teaching and Learning: A Brief Introducti... - 0 views

www.academiccommons.org/...introduction-issue

pedagogy

shared by Sue Maberry on 21 Feb 09 - Cached
  • there has been relatively little interaction between those most interested in new technologies and those invested in the scholarship on teaching and learning.
    • Sue Maberry
      Sue Maberry on 21 Feb 09
       
      To what extent is this true at Otis? I wish we had more time to actually talk about these issues...
  • We need, in short, to merge a culture of inquiry into teaching and learning with a culture of experimentation around new media technologies.
  • to understand better the changing nature of learning in new media environments and the potential of new media environments to make learning--and faculty insights into teaching--visible and usable.
  • ...5 more annotations...
  • synoptic case study of the Visible Knowledge Project (VKP), a five-year project looking at the impact of technology on learning, primarily in the humanities, through the lens of the scholarship of teaching and learning. 
  • Learning for adaptive expertise: the role of new media in making visible the thinking processes intrinsic to the development of expert-like abilities and dispositions in novice learners; Embodied learning: the impact of new media technologies on the expansion of learning strategies that engage affective as well as cognitive dimensions, renewed forms of creativity and the sensory experience of new media, and the importance of identity and experience as the foundation of intellectual engagement; and Socially Situated learning: the role of social dimensions of new media in creating conditions for authentic engagement and high impact learning.
  • As Michael Wesch puts it in his commentary on the meaning of these changes, “Nothing good will come of these technologies if we do not first confront the crisis of significance and bring relevance back into education.
  • ePortfolios
  • A key element in this transformation is shifting the unit of analysis from the learner in a single course to the learner over time, inside and outside the classroom.
  • Sue Maberry on 21 Feb 09
     
    Introduction to the whole issue which has several excellent essays related to best practices
Gwynne Keathley

The Boom Is Over. Long Live the Art! - NYTimes.com - 0 views

www.nytimes.com/...15cott.html

shared by Gwynne Keathley on 24 Feb 09 - Cached
  • Why not make studio training an interdisciplinary experience, crossing over into sociology, anthropology, psychology, philosophy, poetry and theology? Why not build into your graduate program a work-study semester that takes students out of the art world entirely and places them in hospitals, schools and prisons, sometimes in-extremis environments, i.e. real life? My guess is that if you did, American art would look very different than it does today.
Sue Maberry

Producing Audiovisual Knowledge: Documentary Video Production and Student Learning in t... - 0 views

www.academiccommons.org/...roduction-and-student-learning

mediastudies Legacy pedagogy video

shared by Sue Maberry on 21 Feb 09 - Cached
  • Sue Maberry on 21 Feb 09
     
    interesting article about how to effectively use video/multimedia in LAS courses
  • Sue Maberry on 21 Feb 09
     
    pedagogy related to multimedia use in the classroom
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