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Keith Hamon

Brown - 0 views

firstmonday.org/...387

documents John Seely Brown writing Paul Duguid

shared by Keith Hamon on 24 Mar 10 - Cached
  • As new technologies take us through major transformations in the way we use documents, it becomes increasingly important to look beyond the conduit image. We need to see the way documents have served not simply to write, but also to underwrite social interactions; not simply to communicate, but also to coordinate social practices.
    • Keith Hamon
      Keith Hamon on 01 Apr 10
       
      This touches directly on Deleuze & Guattari's admonition to ask not what a document means but what it does.
  • Printed documents, Anderson maintains, were essential to replacing the ideology of sovereigns and subjects by creating the idea of a self-constructed society built around shared ideals and shared practices.
    • Keith Hamon
      Keith Hamon on 01 Apr 10
       
      Creating documents of our own empowers us in all ways.
  • Anderson calls the resulting community an "imagined" one. This is no slight. An imagined community is quite distinct from an imaginary community. It is one, Anderson notes, whose members "will never know most of their fellow members, meet them, or even hear of them, yet in the minds of each lives the image of their communion." Where an imaginary community does not exist, an imagined one exists on too large a scale to be known in any other way. And the central way they can be imagined is through the documents they share.
    • Keith Hamon
      Keith Hamon on 01 Apr 10
       
      I really like this imagined community. Actually, I think all communities are imagined, but this makes a useful distinction.
  • ...6 more annotations...
  • In this way, document forms both old (like the newspaper) and relatively new (like the television program) have underwritten a sense of community among a disparate and dispersed group of people.
    • Keith Hamon
      Keith Hamon on 06 Apr 10
       
      Connectivity enables community, and it's the documents created in that community that provide the tell-tale markers and sign-posts about the function of that community.
  • In offering an alternative to the notion that documents deliver meaning, both arguments instead suggest connection between the creation of communities and the creation of meaning, for communities seem to create meaning for themselves.
    • Keith Hamon
      Keith Hamon on 06 Apr 10
       
      This is a very challenging notion in education, where we usually assume that it's the job of experts to provide or channel meaning to the students and verify that they got it. This says that a group of students create meaning in a community and that teachers assist in that construction.
  • Providing a shared context for constructing meaning, documents are the beginning rather than the end of the process of negotiation.
    • Keith Hamon
      Keith Hamon on 06 Apr 10
       
      To my mind, this inverts the usual role of documents in most classrooms.
  • Indeed, writing on writing is both literally and metaphorically an important part of the way meaning is negotiated. Annotation is a rich cultural practice which helps, if only by the density of comment attached, to signify the different cultural importance of texts and parts of texts. The thin trickle of original text overflowing a vast dam of commentary, the long introduction, and the separate subject entry in a library catalog offer clear indications that a particular text is socially and culturally valued.
    • Keith Hamon
      Keith Hamon on 06 Apr 10
       
      How often do we ask students to write on writing, and then tell that their constructed meaning is wrong?
  • Hypertext software, however, has revived the immediacy of intertextual links.
    • Keith Hamon
      Keith Hamon on 06 Apr 10
       
      Software such as Diigo allows for easy annotation and for sharing such annotations within a community.
  • The interpretation of a document always depends on community standards. Nonetheless, documents can and do play important roles in negotiating differences and coordinating practices between communities.
    • Keith Hamon
      Keith Hamon on 06 Apr 10
       
      Nice: documents at once define a community and act as a point of negotiating between that community and other communities. What does that say about our classes as communities of discourse?
  • Keith Hamon on 24 Mar 10
     
    To fully assess the document's evolving role requires a broad understanding of both old and new documents. For documents are much more than just a powerful means for structuring and navigating information space -- important though that is. They are also a powerful resource for constructing and negotiating social space. It is the latter quite as much as the former that has made the documents of the World Wide Web so popular.
Keith Hamon

Build Discourse Communities, not blogs. « - 1 views

deangroom.wordpress.com/...iscourse-communities-not-blogs

Dean Groom discourse communities writing Education 2.0 Web 2.0 social networking PLN blogging

shared by Keith Hamon on 01 Nov 11 - No Cached
  • Keith Hamon on 01 Nov 11
     
    I am getting more an more convinced that in high school it is imperative for teachers who want to 'get into blogging' to understand the under pinning nature of 'writing communities'.
Keith Hamon

Visual Literacy: An Institutional Imperative (EDUCAUSE Review) | EDUCAUSE - 1 views

www.educause.edu/...158062

Susan Metros Kristina Woolsey visual literacy writing critical thinking Education 2.0

shared by Keith Hamon on 10 Nov 10 - Cached
  • Keith Hamon on 10 Nov 10
     
    Academics have a long history of claiming and defending the superiority of verbal over visual for representing knowledge. By dismissing imagery as mere decoration, they have upheld the sanctity of print for academic discourse. However, in the last decade, digital technologies have broken down the barriers between words and pictures, and many of these same academics are now willing to acknowledge that melding text with image constructs new meaning, and some may even go so far as to admit that images, as communication devices, can stand on their own.
Keith Hamon

Collaborative Learning for the Digital Age - The Chronicle Review - The Chronicle of Hi... - 0 views

chronicle.com/...128789

Cathy N. Davidson collaboration Pedagogy writing elearning Education 2.0 social networking Web 2.0 PLN education

shared by Keith Hamon on 02 Sep 11 - No Cached
  • I had the students each contribute a new entry or amend an existing entry on Wikipedia, or find another public forum where they could contribute to public discourse.
    • Keith Hamon
      Keith Hamon on 02 Sep 11
       
      This could be a key type of writing assignment in any class, and it can be done individually or in collaborative groups. 
  • What if "research paper" is a category that invites, even requires, linguistic and syntactic gobbledygook?
    • Keith Hamon
      Keith Hamon on 02 Sep 11
       
      I think the traditional research paper does invite gobbledygook, that's why we get so much gobbledygook from it.
  • Research indicates that, at every age level, people take their writing more seriously when it will be evaluated by peers than when it is to be judged by teachers.
    • Keith Hamon
      Keith Hamon on 02 Sep 11
       
      Here is a key to why QEP encourages public writing within discourse communities and is moving away from traditional classroom writing aimed solely at a grading teacher.
  • ...2 more annotations...
  • Lunsford surprised everyone with her findings that students were becoming more literate, rhetorically dexterous, and fluent—not less, as many feared. The Internet, she discovered, had allowed them to develop their writing.
    • Keith Hamon
      Keith Hamon on 02 Sep 11
       
      Imagine that! Our students are becoming MORE literate, not less. This is a core belief of QEP: that the Internet is encouraging more written communications among more people than at any other time in history. We wonder why the Academy is ignoring this wonderful, rich energy.
  • Everything, that is, except the grading.
    • Keith Hamon
      Keith Hamon on 02 Sep 11
       
      Assessment is perhaps the single most intractable aspect of traditional education. In some ways, crowdsourcing grades actually violates legal regulations about student privacy. This is a serious issue, but I am confident that we will resolve it.
  • Keith Hamon on 02 Sep 11
     
    Current practices of our educational institutions-and workplaces-are a mismatch between the age we live in and the institutions we have built over the last 100-plus years. The 20th century taught us that completing one task before starting another one was the route to success. Everything about 20th-century education, like the 20th-century workplace, has been designed to reinforce our attention to regular, systematic tasks that we take to completion. Attention to task is at the heart of industrial labor management, from the assembly line to the modern office, and of educational philosophy, from grade school to graduate school.
Stephanie Cooper

The e-Portfolio story - Tales from the magic wand - 0 views

www.personal.psu.edu/...telling-our-stories-well.html

elearning writing critical thinking e-portfolio Education 2.0

shared by Stephanie Cooper on 05 Apr 11 - No Cached
  • Students revisit the framework several times throughout their program and use artifacts from their evidence collection to demonstrate learning. Justification for their selection is part of the task and engages students in reasoning about the alignment of evidence with particular indicators. This is coupled with a reflective writing task that asks students to discuss their growth in each of the domains (and over time). This is the central task of many teacher education programs that require e-portfolios.
  • I am drawn to the notion of having students participate in a professional discourse community that interacts around entries and artifacts, which both contributes to their thinking and learning about what it means to be a professional in their chosen field, as well as allows them to monitor their learning over time.
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