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anonymous

Education Needs a Digital-Age Upgrade - NYTimes.com - 0 views

opinionator.blogs.nytimes.com/...on-needs-a-digital-age-upgrade

education digital literacy digital pedagogy

shared by anonymous on 08 Aug 11 - No Cached
  • Simply put, we can’t keep preparing students for a world that doesn’t exist.
  • we are blinding ourselves to the world as it is. And then we’re punishing students for our blindness.
  • Teachers and professors regularly ask students to write papers. Semester after semester, year after year, “papers” are styled as the highest form of writing. And semester after semester, teachers and professors are freshly appalled when they turn up terrible.
  • ...6 more annotations...
    • anonymous
      anonymous on 09 Aug 11
       
      Echoes a thought I had recently: What if the reason student writing seems so problematic isn't that we don't ask them to write enough, but that we ask them to write too much?
  • Ms. Davidson herself was appalled not long ago when her students at Duke, who produced witty and incisive blogs for their peers, turned in disgraceful, unpublishable term papers. But instead of simply carping about students with colleagues in the great faculty-lounge tradition, Ms. Davidson questioned the whole form of the research paper. “What if bad writing is a product of the form of writing required in school — the term paper — and not necessarily intrinsic to a student’s natural writing style or thought process?” She adds: “What if ‘research paper’ is a category that invites, even requires, linguistic and syntactic gobbledygook?”
  • “Online blogs directed at peers exhibit fewer typographical and factual errors, less plagiarism, and generally better, more elegant and persuasive prose than classroom assignments by the same writers.”
  • Even academically reticent students publish work prolifically, subject it to critique and improve it on the Internet.
    • anonymous
      anonymous on 09 Aug 11
       
      For an example, look up the fan fiction movement.
  • A classroom suited to today’s students should deemphasize solitary piecework. It should facilitate the kind of collaboration that helps individuals compensate for their blindnesses, instead of cultivating them.
  • The new classroom should teach the huge array of complex skills that come under the heading of digital literacy. And it should make students accountable on the Web
anonymous

Digital Discourse: Composing with Media in the Writing Classroom - 1 views

www.dartmouth.edu/...digital-discourse

digital literacy digital writing new media digital composition multimodal composition

shared by anonymous on 01 Aug 11 - Cached
  • None of these students had created a video composition before. And yet, using archival footage from Rauner and on-campus interviews, these first-time filmmakers produced a moving short film about student activism and apathy. As you watch the film, note that the filmmakers’ choices (of image, interviews, music, and transitions) are very clearly rooted in an awareness of the effect that they hoped to have on their audience.
  •   One might argue—and argue correctly—that teaching students an awareness of audience does not require that we study or assign multimedia compositions. But students are deeply engaged with these media, often relying on them to make very important life decisions, like whom to vote for in the next presidential election and why. This engagement leads students to feel that multimedia compositions matter, and that these compositions have a power that other compositions don’t have—perhaps because they believe multimedia compositions have a broad and genuinely interested audience are therefore more likely to be seen.
  • Indeed, a group of students working on a short film reported to me that they had spent an hour heatedly arguing about a single transition in their film. These were students who often overlooked transitions in their written work.
  • ...2 more annotations...
  • properly designed, can enhance students’ understanding of how to compose the traditional academic essay.
  • Because web readers have more freedom in their reading practices, writing for the web requires writers to think especially carefully about their readers: web writers must both anticipate readers’ choices and try to find ways to manage these choices. A good website is thus constructed so that the reader’s experience is self-determined but also managed, coherent across pages but not redundant. Finally, writing for the Web 2.0 invites web writers to think about opportunities for interaction: writers can poll readers, invite them to comment, and even engage in a sustained discourse with them.
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