Dr. C.'s WikiCentral - Recently Updated Pages

12_1_09

Anonymous — Tue, 01 Dec 2009 17:46:48 CST

Presenters:

Ariadne
Allyson
Alexis
Adaobi

GardnerCampbell @emlarson Yes, video is archived. #nmsf09 about 3 hours ago from TweetDeck
i9M @allyson_hill11 are you guys talking about street fashion blogs? streetpeeper.com gets looks from ALL around the world. #nmsf09 about 4 hours ago from web
eriXnet #nmsf09 "almost doing" and "doing" are two different things ;) @Alexis_Tracy about 5 hours ago from TweetDeck
eriXnet #nmsf09 "almost doing" and "doing" are two different things ;) about 5 hours ago from TweetDeck
ehampton @dabos22 How to get shot by the Sartorialist: http://bit.ly/KzfEx Another funny chart. #nmsf09 about 5 hours ago from TweetDeck
allyson_hill11 #nmsf09 I also think you are somewhat defined by what you wear. It's a personal choice that can tell who you are. about 5 hours ago from web
allyson_hill11 #nmsf09 Taking pictures of people to put in your blog like they do in New York was very creative. about 5 hours ago from web
ariadneaberin #nmsf09 --i think they do and that's why fashion is so important--it's a way that you present yourself to other people about 5 hours ago from web
eriXnet #nmsf09 I think fashion has always been a "medium for identity." Isn't everyone defined by what they put on? about 5 hours ago from TweetDeck
ariadneaberin #nmsf09 i agree with tj and adaobi--and i even though people say first impressions shouldn't really matter-- about 5 hours ago from web
Alexis_Tracy Adaobi, really cool blog. :) #nmsf09 about 5 hours ago from web
allyson_hill11 #nmsf09 I read today in business that Black Friday came from the Philedelphia in the 1960s... about 5 hours ago from web
Alexis_Tracy I want to be a fashion model :( #nmsf09 about 5 hours ago from web
thdrummer Fashion is becoming a medium for identity--something you can slip in and out of #nmsf09 -quoting Adaobi about 5 hours ago from web
arpitdesai09 wow...age 11...#nmsf09 about 5 hours ago from web
Alexis_Tracy holy moly. I bet she is a handful. #nmsf09 about 5 hours ago from web
allyson_hill11 #nmsf09 13... that's incredible. about 5 hours ago from web
Alexis_Tracy @ehampton can it really be that bad? #nmsf09 about 5 hours ago from web
ehampton #nmsf09 class - you only like 80s fashion because you didn't have to live through it... hahaha... about 5 hours ago from TweetDeck
ehampton @ariadneaberin #nmsf09 This is my favorite link when it comes to New York Fashion week: http://bit.ly/5cYidr Online fashion shows! about 5 hours ago from TweetDeck
Alexis_Tracy I love the 80's. :) colors! Fashion is so much fun! #nmsf09 about 6 hours ago from web
Alexis_Tracy wow, I will never attempt to say the word anonymously again. EVER. #nmsf09 about 6 hours ago from web
allyson_hill11 #nmsf09 I wish I had money to be super fashionable. about 6 hours ago from web
eriXnet #nmsf09 Hmmm, fashion and new media.... the possibilities seem endless about 6 hours ago from TweetDeck
thdrummer or example. It is very useful, in my opinion. #nmsf09 about 6 hours ago from web
ehampton Is this the link? http://bit.ly/7cGxtK #nmsf09 about 6 hours ago from TweetDeck
allyson_hill11 #nmsf09 I think Twitter could be used as note taking especially in classrooms. about 6 hours ago from web
eriXnet @Ravenkana What sort of aspects if you don't mind my curiosity? #nmsf09 about 6 hours ago from TweetDeck
ehampton @Ravenkana How so? #nmsf09 about 6 hours ago from TweetDeck
ehampton That poem fits within Twitter, and says so much! #nmsf09 about 6 hours ago from TweetDeck
Ravenkana I find Twitter vexing, to be honest, in many aspects that, for me at least, would make it incompatible as a medium for learning. #nmsf09 about 6 hours ago from web
ehampton Twitter is not limited by only using 140 characters! Consider this William Carlos Williams poem: http://bit.ly/6ddFEv #nmsf09 about 6 hours ago from TweetDeck
thdrummer I was changing my background and stuff, but overall, I think Twitter helps. #nmsf09 about 6 hours ago from web
eriXnet #nmsf09 Twitter, if used *properly* and in the right setting, can be a valuable tool for collaboration, note taking, idea juggling, etc... about 6 hours ago from TweetDeck
arpitdesai09 yes we are distracted when we tweet #nmsf09 about 6 hours ago from web
allyson_hill11 #nmsf09 Are we distracted when we Tweet? about 6 hours ago from web
thdrummer Twitter in the classroom is scary? Cheaters, Distracting, Student has too much control, off topic, etc. #nmsf09 about 6 hours ago from web
eriXnet #nmsf09 @allyson_hill11 So is there such thing as a tweet jinx? :D about 6 hours ago from TweetDeck
eriXnet #nmsf09 I think the subtitle "SMS of the Internet" actually summarizes exactly what Twitter is... I never thought about it that way... about 6 hours ago from TweetDeck
allyson_hill11 #nmsf09 Twitter is the SMS of the Internet- I like that. about 6 hours ago from web
allyson_hill11 #nmsf09 Look Alexis! I'm participating! about 6 hours ago from web
thdrummer Twitter is a tool for education! #nmsf09 Seymour Papert about 6 hours ago from web
ehampton Presentation on Twitter by @Alexis_Tracy http://bit.ly/7zEw7V #nmsf09 about 6 hours ago from TweetDeck
eriXnet #nmsf09 Okay, so everyone should start tweeting about tweeting... we should keep this recursion theme going :D about 6 hours ago from TweetDeck
arpitdesai09 #nmsf09 in your video, you could try using hypercam for a more clear recording of your laptop screen... just google "hypercam"! BoomBoomBoom about 6 hours ago from web
ariadneaberin http://www.youtube.com/watch?v=9F444CELomo #nmsf09 about 6 hours ago from web
ariadneaberin #nmsf09 http://www.youtube.com/watch?v=4a9O_jm8YA4 about 6 hours ago from web
ariadneaberin #nmsf09 http://www.youtube.com/watch?v=-yxDl9fy24Y about 6 hours ago from web
ariadneaberin #nmsf09 what was the title of that t-swizzle song? about 6 hours ago from web
ariadneaberin #nmsf09 omg taylor swift! :P about 6 hours ago from web
GardnerCampbell @Alexis_Tracy I don't have any ammonia with me! Hang in! #nmsf09 about 6 hours ago from web
ariadneaberin #nmsf09 BTW the songs are on youtube as well, type in the class hashtag thingie and they'll show up. about 6 hours ago from web
eriXnet #nmsf09 Movie about making movies :D Recursion ftw! about 6 hours ago from TweetDeck
Alexis_Tracy "Life without editing, it seems, is just not that interesting" #nmsf09 about 6 hours ago from web
Alexis_Tracy @dabos22 I'm going to faint! #nmsf09 about 6 hours ago from web
ariadneaberin #nmsf09 pandorasjukebox.wetpaint.com about 6 hours ago from web
dabos22 @alexis_tracy i'm nervous with you! #nmsf09 about 6 hours ago from web
Alexis_Tracy Getting extremely nervous. #nmsf09 about 6 hours ago from web
ehampton I love Pandora, we use it for party mixes. I love this xkcd comic about it though: http://bit.ly/8H3470 #nmsf09 about 6 hours ago from TweetDeck
thdrummer #nmsf09 Pandora can help artists add certain techniques to their own music. about 6 hours ago from web
Alexis_Tracy It stops today- colbie caillat #nmsf09 about 6 hours ago from web
arpitdesai09 No internet access. Put in windows 7 over weekend, and havent set up airbear again.. Sorry for no tweets.. #nmsf09 about 6 hours ago from txt
Alexis_Tracy Music is so wonderful :) I need to check out Pandora #nmsf09 about 6 hours ago from web
eriXnet #nmsf09 I never quite realized how many different traits could be used to describe a song O_o about 7 hours ago from TweetDeck
ehampton Watching the #nmsf09 final projects on ustream! RT @GardnerCampbell: Ari's website: pandorasjukebox.wetpaint.com about 7 hours ago from TweetDeck
GardnerCampbell Ari's website: pandorasjukebox.wetpaint.com #nmsf09 about 7 hours ago from web
emlarson Watching final project presentations from @gardnercampbell via USTREAM. What a great idea! #nmsf09 (Gardner live › http://ustre.am/8pvu) about 7 hours ago from Ustream
eriXnet #nmsf09 Pandora radio uses the Music Genome Project to analyze and classify songs based on 400 unique "genetic markers" about 7 hours ago from TweetDeck
Alexis_Tracy Pandora analyzes songs by tempo and structure #nmsf09 about 7 hours ago from web
eriXnet Good Morning #nmsf09 class, Good Morning Librarian and Good Morning Dr. C!! about 7 hours ago from TweetDeck
ehampton @GardnerCampbell can you put the mic nearer the presenter? #nmsf09 about 7 hours ago from TweetDeck
ehampton @Sutherland1307's hashtag for today is #socwrld1! #nmsf09 about 7 hours ago from TweetDeck
Alexis_Tracy hiiii librarian #nmsf09 about 7 hours ago from web

relevant to me but not hashtagged:

dwtno

@GardnerCampbell Watching from Tulane, too! about 6 hours ago from TweetDeck in reply to GardnerCampbell
- Reply
- Retweet
emlarson

@gardnercampbell Q: Are you recording this so students can review later? Or for rebroadcast later? (Gardner live › http://ustre.am/8pvu) about 6 hours ago from Ustream
- Reply
- Retweet
dwtno

@GardnerCampbell Thanks for sharing! What do your students thing about the broadcast & how do you see it benefiting them? about 7 hours ago from TweetDeck in reply to GardnerCampbell
- Reply
- Retweet
rshomaker

RT Wish I could take this class! @GardnerCampbell: Broadcasting live now! See me at http://www.ustream.tv/chann... about 7 hours ago from HootSuite
- Reply
- Retweet
ehampton

Watching the #nmsf09 final projects on ustream! RT @GardnerCampbell: Ari's website: pandorasjukebox.wetpaint.com about 7 hours ago from TweetDeck
- Reply
- Retweet
emlarson

Watching final project presentations from @gardnercampbell via USTREAM. What a great idea! #nmsf09 (Gardner live › http://ustre.am/8pvu) about 7 hours ago from Ustream
- Reply
- Retweet
ehampton

@GardnerCampbell can you put the mic nearer the presenter? #nmsf09 about 7 hours ago from TweetDeck
- Reply
- Retweet
sebastian6

@gardnercampbell - howdy from EDUCAUSE. Researching USTREAM and enjoying this example. (Gardner live › http://ustre.am/8pvu) about 7 hours ago from Ustream
- Reply
- Retweet
ehampton

@GardnerCampbell I'm going to be with you all virtually today, as I have to join @Sutherland1307 and the BIC class right afterwards. about 7 hours ago from TweetDeck in reply to GardnerCampbell

Home

gcampbel — Sat, 28 Nov 2009 23:34:14 CST

Course Pages

Spring, 2010

English 3377 The Art of Film

Fall, 2009

FYS 1399 H7 From Memex to YouTube: Introduction to New Media Studies F09

Spring, 2009

FYS 1399 H12 From Memex to YouTube: Introduction to New Media Studies S09

Spring, 2008

ENGL 375 Introduction to New Media Studies S08

FSEM 100Y Rock/Soul/Progressive Spring 2008

Work Pages

CORE I and II, November 14, 2009

Test page for Twitter experiments

CORE I and II, August 19-20, 2009

Adjunct Instructor Seminar for Excellence in Teaching, August 22, 2009

Digital Storytelling Workshop 5/14/09

Lilly 2009 Conference Tweets

Presentations

2009

"Fear of Art: Judging (New) Media Literacy." New Media Consortium 2009 Annual Conference, Monterey, California

2008

Cortland Summer Institute

CHEMA 2008

Link to earlier pages

Lilly 2009 Twitter notes

gcampbel — Mon, 23 Nov 2009 17:31:24 CST

injenuity

@NancyWhite @GardnerCampbell 's #lilly09 tweets are some of the best conference notes I've ever seen. about 8 hours ago from web in reply to NancyWhite

NancyWhite

@injenuity: @GardnerCampbell Wow, lets draw a text book together. What's the subject? about 8 hours ago from TweetDeck

MiamiFlute RT @musictechie: RT @GardnerCampbell: Students can do more if we frame our environments with resources to help them learn-- #lilly09 about 9 hours ago from Echofon
derekbruff back online after 24 hours w/out access. glad to catch up on @gardnercampbell's tweets from #lilly09. about 20 hours ago from TweetDeck
RhythmicDeets @GardnerCampbell Thank you for all your Lilly 2009 tweets! It has been wonderful to 'participate' in #lilly09 remotely! 1 day ago from Tweetie
RhythmicDeets RT @GardnerCampbell: Great: don't just design learning outcomes, design DEVELOPMENT outcomes. Pure gold. #lilly09 1 day ago from Tweetie
RhythmicDeets RT @GardnerCampbell: Facebook groups were important for the students' communication--cf. student testimony at yesterday's panel. #lilly09 1 day ago from Tweetie
RhythmicDeets RT @GardnerCampbell: "Learning is not a direct line-the 'bumps' are the interesting parts"-good argument 4 qualitative documntatn. #lilly09 1 day ago from Tweetie
RadHertz @GardnerCampbell This was one of the more enjoyable tweet rolls I've had the pleasure to peripherally participate in! You da man!~ #lilly09 1 day ago from TweetDeck
drcharlesdavis RT @GardnerCampbell: "Learning is not a direct line--the 'bumps' are the interesting parts"--good argument for qual. documentation. #lilly09 1 day ago from TweetDeck
evinsmj And #lilly09 is over. Thanks to everyone for coming! Looking forward to the potential pre-con session and contributed session next year. 1 day ago from Seesmic
bacigalupe Great reporting by @GardnerCampbell from #lilly09 1 day ago from Twitterrific
bacigalupe Great: don't just design learning outcomes, design DEVELOPMENT outcomes. Pure gold. #lilly09 (via @GardnerCampbell) 1 day ago from Twitterrific
bacigalupe gains in student confidence not correlated w/better performance on exams. #lilly09 (via @GardnerCampbell) 1 day ago from Twitterrific
GardnerCampbell Session over, Lilly 2009 tweeting done. Thx to network for encouragement, interest. comments, resources, patience! Adios. #lilly09 1 day ago from TweetDeck
GardnerCampbell @BahktinJali Yes, this is a huge problem that needs much more attention, imo. Thx for bringing it up. #lilly09 1 day ago from TweetDeck
GardnerCampbell We also need to encourage students to talk with each other about self-evaluation. Compare strategies with each other. #lilly09 1 day ago from TweetDeck
GardnerCampbell Students are not accurately self-evaluating. But we can use this as an opportunity to start this conversation with students. #lilly09 1 day ago from TweetDeck
GardnerCampbell Unfortunately, gains in student confidence not correlated with better performance on exams. Larger questions to be investigated. #lilly09 1 day ago from TweetDeck
GardnerCampbell Knowledge Surveys: Nuhfer and Fleisher, 2008. QV #lilly09 1 day ago from TweetDeck
GardnerCampbell accurately eval. abilities, confidence to use learning, apply science to their own ?s, value working with others, lifelong learnng. #lilly09 1 day ago from TweetDeck
GardnerCampbell Great: don't just design learning outcomes, design DEVELOPMENT outcomes. Pure gold. #lilly09 1 day ago from TweetDeck
GardnerCampbell @middleda Agreed. Standard practices, surface learning, outsourced teaching/grading, sold as cost-cutting to please legislators. #lilly09 1 day ago from TweetDeck
GardnerCampbell Also crucial to collaborate: "community of practice on engaged learning" = COPEL. Univ.-wide ed. philosophy. Paired participants. #lilly09 1 day ago from TweetDeck
GardnerCampbell Lesson: get little bit of seed money, and use it to get started on big proposal. Top25 project launched a bigger ind. grant. Yes! #lilly09 1 day ago from TweetDeck
GardnerCampbell Presenter followed up by doing a 600K NSF Faculty Early Career Dev. Pgm. Got it. Will continue building. (w00t!) #lilly09 1 day ago from TweetDeck
GardnerCampbell @middleda Will do, thx. (Full disclosure: not a fan of NCAT model, though.) #lilly09 1 day ago from TweetDeck
GardnerCampbell On the exam, students asked to apply knowledge in different scenarios. #lilly09 1 day ago from TweetDeck
GardnerCampbell Before class: students quizzed. In class: students work together, educator provides context; after class: students practice; #lilly09 1 day ago from TweetDeck
GardnerCampbell And now involving more Term Projects: practice aspects of science, then put pieces together for term project. #lilly09 1 day ago from TweetDeck
GardnerCampbell Think-Pair-Share ConcepTest, word-problem worksheets for grps,, class disc. and role-playing, reading quizzes, internet DB analysis #lilly09 1 day ago from TweetDeck
GardnerCampbell Student learning outcomes all keyed to scientific method. Very straightforward. And a very high bar. Get them started on this. #lilly09 1 day ago from TweetDeck
GardnerCampbell (Very interesting: they've compiled a "shoebox" of learning objects that reside in local culture--maybe LO success is local?) #lilly09 1 day ago from TweetDeck
GardnerCampbell Developed a modular compilation of teaching resources to fac. dept.-wide adoption of inquiry-based learning. #lilly09 1 day ago from TweetDeck
GardnerCampbell Geo. Dept. got 35K to do 2-year project. Enhance students' ability to understand science, diverse geological areas. #lilly09 1 day ago from TweetDeck
GardnerCampbell What was dept's resp. to top25 init.? 1. Play ball or be lft behind, 2. do it bc we've always wanted to, 3. delegate it 2 someone. #lilly09 1 day ago from TweetDeck
GardnerCampbell Miami U, has initiative to transform top 25 highest enrollmnt crses into innovative, student-cntred learning. (Yes!) #lilly09 1 day ago from TweetDeck
GardnerCampbell Presenter got 10% gain in GCI pre-post course by using ConcepTests. #lilly09 1 day ago from TweetDeck
GardnerCampbell Great question: how is content different from concept? A: talking abt terms/facts vs. the "why," inc. why folks wld make mistakes. #lilly09 1 day ago from TweetDeck
GardnerCampbell What causes waves? Tides, earthquakes, wind, tsunami? 42% for Tides, 52% for Wind. (Thank goodness I got that right!) #lilly09 1 day ago from TweetDeck
GardnerCampbell Concept testing during class (not just content tests) does seem to improve GCI scores. #lilly09 1 day ago from TweetDeck
GardnerCampbell Used geoscience concept inventory (GCI) to do summative assessment. See Libarkin and Anderson, 2005. #lilly09 1 day ago from TweetDeck
1 day ago from TweetDeck
GardnerCampbell Content mastery may have declined a bit, however--a worthwhile trade-off for more concept time in class. #lilly09 1 day ago from TweetDeck
GardnerCampbell 1. Quizzes mve content learning out of class, 2. use Bb to put quizzes online. Biggest impact? More time for concepts in class. #lilly09 1 day ago from TweetDeck
GardnerCampbell Typical intro course: read chapter, educator lectures, applied in later lectures, test students. How to address and change this? #lilly09 1 day ago from TweetDeck
GardnerCampbell 2 very low compared to others (reflects a highly self-selected audience at Lilly :)) #lilly09 1 day ago from TweetDeck
GardnerCampbell Results (in order): 3, 1, 4, 2. #lilly09 1 day ago from TweetDeck
GardnerCampbell 2. not convinced act. lrning is better, 3. not sure how to implement, 4. lack of institutional support for pedagogical changes. #lilly09 1 day ago from TweetDeck
GardnerCampbell We're using clickers in this session. Q: what prevents you frm adopting more active learning approach? 1. too much content to cover #lilly09 1 day ago from TweetDeck
GardnerCampbell New Faculty Teaching Enhancement Program, Alumni Teaching Scholars (community of pre-tenure faculty) #lilly09 1 day ago from TweetDeck
GardnerCampbell Miami has a president who pushes student-centered learning and a robust teaching/learning environment. (Leadership matters!) #lilly09 1 day ago from TweetDeck
GardnerCampbell Smart idea: put acknowledgments at front of presentation. Embarrassed I never thought of that! #lilly09 1 day ago from TweetDeck
GardnerCampbell Last session and then I'll leave y'all alone. :) "Multifaceted Approach to Inquiry-Based Learning" #lilly09 1 day ago from TweetDeck
BahktinJali @lesliemb @gardnercampbell definitely would agree I appreciated the tweets you put out for #lilly09 1 day ago from TweetDeck
GardnerCampbell Problem: must export transcript from Premiere for clean up--no way to reimport as captions. Alas! #lilly09 1 day ago from TweetDeck
GardnerCampbell Adobe Bridge a valuable cataloging tool for ISLS project. New version of Premiere CS4 has audio transcription tool as well. #lilly09 1 day ago from TweetDeck
GardnerCampbell How to keep track of 3 TB of video? More than a grad. student, one year, and 20 hrs. wk. #lilly09 1 day ago from TweetDeck
GardnerCampbell Strive to make film crew part of the normal ambience, not a "special event." #lilly09 1 day ago from TweetDeck
GardnerCampbell Captions are important: they're a frame and can alter the message. #lilly09 1 day ago from TweetDeck
GardnerCampbell Documentary photos shouldn't be over-Photoshopped. Just make sure what's in the photo is clear and visible. #lilly09 1 day ago from TweetDeck
GardnerCampbell How to photograph? avoid alteration other than exposure/contrast, participant/observer is best shooter, captions alter message. #lilly09 1 day ago from TweetDeck
GardnerCampbell When students take charge of learning, they're much more comfortable with their presentations too. #lilly09 1 day ago from TweetDeck
1 day ago from TweetDeck
GardnerCampbell Case study documentation: enlist everyone as documenters. Everyone takes photos. You'll see stuff you didn't know happened. #lilly09 1 day ago from TweetDeck
GardnerCampbell For case study documentation: take photos all the time, try hard to disappear--do as the Romans do. Self-consciousness vanishes. #lilly09 1 day ago from TweetDeck
GardnerCampbell Anyone engaging with issues of veracity in photos should read Errol Morris in NYT; also "Standard Operating Procedure." #lilly09 1 day ago from TweetDeck
GardnerCampbell Great note: photographs can build community bc folks in the audience see people they know. #lilly09 1 day ago from TweetDeck
GardnerCampbell Now up: how rhetoricians can encourage women and other under-represented groups to go into STEM areas. #lilly09 1 day ago from TweetDeck
GardnerCampbell Great case study resources on the screen--all going by way too quickly! Very rich session. #lilly09 1 day ago from TweetDeck
GardnerCampbell Islsohio.org has links to resources in ISLS pgm. See also Herreid, C. F. (2002) The way of Flesch.... #lilly09 1 day ago from TweetDeck
GardnerCampbell Fascinating history of uses of ICT in ISLS pgm--from web-based journaling to blogging. Netbooks, Moodle, Blogger this year. #lilly09 1 day ago from TweetDeck
GardnerCampbell ISLS moved from iPac to smartphone to netbooks--ended up with blogs (huzzah). #lilly09 1 day ago from TweetDeck
GardnerCampbell (I disagree that "it doesn't matter what technology you use"--medium is the message, and not all mediated comm. is the same!) #lilly09 1 day ago from TweetDeck
GardnerCampbell Facebook groups were important for the students' communication--cf. student testimony at yesterday's panel. #lilly09 1 day ago from TweetDeck
GardnerCampbell Journals become richer as students move through the science course--lab experience inspires deeper reflection, revealed by writing. #lilly09 1 day ago from TweetDeck
GardnerCampbell ISLS case studies emphasize writing, reflective journaling; use ICT to collect these and share experiences. #lilly09 1 day ago from TweetDeck
GardnerCampbell Subject-matter experts who are not faculty (EPA people, etc.) make importance of material vivid, take teachers out of filtering. #lilly09 1 day ago from TweetDeck
GardnerCampbell Narrative leads to growth for storytellers and audience as well--case studies build community. #lilly09 1 day ago from TweetDeck
GardnerCampbell "Learning is not a direct line--the 'bumps' are the interesting parts"--good argument for qualitative documentation. #lilly09 1 day ago from TweetDeck
GardnerCampbell Now up: case study model of documenting learning. #lilly09 1 day ago from TweetDeck
paulawhite RT @GardnerCampbell: Students can do more if we frame our environments with resources to help them learn--Mary Lou Holly. #lilly09 1 day ago from TweetDeck
GardnerCampbell Students can do more if we frame our environments with resources to help them learn--Mary Lou Holly. #lilly09 1 day ago from TweetDeck
GardnerCampbell Film/TV teacher has decided to revamp his teaching to be more immersive, project-based. #lilly09 1 day ago from TweetDeck
1 day ago from TweetDeck
GardnerCampbell Documentarian found his students had better rapport with the HS students than he did; got deeper and more extensive interviews. #lilly09 1 day ago from TweetDeck
GardnerCampbell Get a grant to document the grant--this is how the film guy was able to do his work on the project. #lilly09 1 day ago from TweetDeck
GardnerCampbell Listening to description of the great science teachers makes me think of Steve Davis at Pepperdine. Miss talking to him. #lilly09 1 day ago from TweetDeck
GardnerCampbell For teacher and faculty learning: structure events for collaboration, site visits. Brings joy and inquiry to the work. #lilly09 1 day ago from TweetDeck
GardnerCampbell Near-peer mentor facilitates the learning community: undergrad TA makes it go, not the teacher. #lilly09 1 day ago from TweetDeck
GardnerCampbell @barrydahl Thanks! Focus here seems to be on science literacy as much or more than scientific vocations. #lilly09 1 day ago from TweetDeck
GardnerCampbell ISLS taking a systemic approach to effective transformation--from enabling environments to new roles to cognitive development. #lilly09 1 day ago from TweetDeck
GardnerCampbell ISLS project worked to break down silos: HS students, teachers; faculty; state agencies; institutions; near-peer mentors. #lilly09 1 day ago from TweetDeck
GardnerCampbell @barrydahl Interesting--hadn't seen that study. Thought there was huge need for E in particular. Citizen science a priority too. #lilly09 1 day ago from TweetDeck
GardnerCampbell Igniting Streams of Learning, learners & teachers working together, inspiring one another. Result: emergent new models of teaching. #lilly09 1 day ago from TweetDeck
GardnerCampbell connect students with local environments. #lilly09 1 day ago from TweetDeck
GardnerCampbell Interest in STEM has devolved into pre-professional training. Value of training for the future has declined in their eyes. #lilly09 1 day ago from TweetDeck
GardnerCampbell Denny Taylor from Hiram College argues for need for inspiration to fuel discovery paradigm. Learning needs inspiration. #lilly09 1 day ago from TweetDeck
GardnerCampbell Very cool: student presentations invite audience up to discover their work--the teachers' modeling was successful. #lilly09 1 day ago from TweetDeck
GardnerCampbell The learning community's learner diversity mirrors ecological diversity--must be safe to explore natural questions in both cases. #lilly09 1 day ago from TweetDeck
GardnerCampbell In documentary, it's obvious that lectures look and feel different when they're presentations in an informal environments. #lilly09 1 day ago from TweetDeck
GardnerCampbell Link to "Igniting Streams of Learning in Science" session: http://bit.ly/91tCIE #lilly09 1 day ago from TweetDeck
GardnerCampbell Great idea: the Igniting Streams of Learning project has a television expert documenting their work, #lilly09 1 day ago from TweetDeck
GardnerCampbell From delivery paradigm, to learning paradigm, to discovery paradigm. #lilly09 1 day ago from TweetDeck
paulawhite Is there a link to that presentation or its resources? @GardnerCampbell "Igniting Streams of Learning in Science"-#lilly09 1 day ago from TweetDeck
GardnerCampbell In "Igniting Streams of Learning in Science"--A P-20 STEM education model. #lilly09 1 day ago from TweetDeck
derekbruff @GardnerCampbell sounds like the students want less breadth, more depth.l #lilly09 1 day ago from TweetDeck
GardnerCampbell GREAT idea to do this student panel as a plenary tonight. Much to process here. #lilly09 2 days ago from TweetDeck
bwatwood RT @GardnerCampbell: An open book, open Internet test of real-world problem solving is better than mere recall. #lilly09 (from students!) 2 days ago from TweetDeck
RhythmicDeets A: residential campuses encourage group work, but lots of free riders. Students afraid to tell profs about them. #lilly09 2 days ago from Tweetie
GardnerCampbell A: residential campuses encourage group work, but lots of free riders. Students afraid to tell profs about them. #lilly09 2 days ago from TweetDeck
RhythmicDeets RT @GardnerCampbell: profs need to be better on time management--space out material better, not push assignments together. #lilly09 2 days ago from Tweetie
RhythmicDeets powerpoint ok if it's just not a lecture; don't sit on grades; don't disconnect knowledge from experiential contxt (roleplay good) #lilly09 2 days ago from Tweetie
RhythmicDeets RT @GardnerCampbell: An open book, open Internet test of real-world problem solving is better than mere recall. #lilly09 2 days ago from Tweetie
RhythmicDeets RT @GardnerCampbell: more on what they wish profs would NOT do: don't focus on mere recall; focus on pattern recognition; #lilly09 2 days ago from Tweetie
GardnerCampbell A (from students): "you can't please everyone, find a happy medium"; everything in moderation; rotate modes; midsemester evals. #lilly09 2 days ago from TweetDeck
RhythmicDeets RT @GardnerCampbell: thing studnts wish profs would do? more class discussions, more interaction, closer relationship with students #lilly09 2 days ago from Tweetie
GardnerCampbell The question from a prof is "what should profs do when they diametrically opposed evaluations from students?" #lilly09 2 days ago from TweetDeck
RhythmicDeets RT @GardnerCampbell: So strange that so much of higher ed is so *stuck* when trying to think creatively and holistically about ICT. #lilly09 2 days ago from Tweetie
RhythmicDeets RT @GardnerCampbell: skeptical that "concentrating on what the teacher is saying" is a *sufficient* condition for deep learning. #lilly09 2 days ago from Tweetie
GardnerCampbell profs need to be better on time management--space out material better, not push assignments together. #lilly09 2 days ago from TweetDeck
RhythmicDeets RT @GardnerCampbell: I have to say that *recall* is necessary but (way) not sufficient as a learning outcome. #lilly09 2 days ago from Tweetie
GardnerCampbell powerpoint ok if it's just not a lecture; don't sit on grades; don't disconnect knowledge from experiential contxt (roleplay good) #lilly09 2 days ago from TweetDeck
RhythmicDeets RT @GardnerCampbell: Interesting: having students sign an honor pledge before the exam made cheating go down. #lilly09 2 days ago from Tweetie
GardnerCampbell An open book, open Internet test of real-world problem solving is better than mere recall. #lilly09 2 days ago from TweetDeck
GardnerCampbell more on what they wish profs would NOT do: don't focus on mere recall; focus on pattern recognition; #lilly09 2 days ago from TweetDeck
GardnerCampbell What is one thing students wish profs would do more of? more class discussions, more interaction, closer relationship with students #lilly09 2 days ago from TweetDeck
GardnerCampbell Student panel now at #lilly09. Two questions: what do you wish profs would do more of, and what should they do less of? 2 days ago from TweetDeck
carrie_clarke RT @GardnerCampbell: So strange that so much of higher ed is so *stuck* when trying to think creatively and holistically about ICT. #lilly09 2 days ago from Tweetie
GardnerCampbell Of course higher ed. was also skeptical abt vernacular prose fiction a century ago. For similar blinkered reasons. Can't we learn? #lilly09 2 days ago from TweetDeck
GardnerCampbell So strange that so much of higher ed is so *stuck* when trying to think creatively and holistically about ICT. So strange. #lilly09 2 days ago from TweetDeck
mpondu @GardnerCampbell Thanks for keeping us informed & interested w #lilly09 tweets. Nelson's prez. is enlightening. 2 days ago from TweetDeck
GardnerCampbell I'm also skeptical that "concentrating on what the teacher is saying" is a *sufficient* condition for deep learning. #lilly09 2 days ago from TweetDeck
GardnerCampbell I have to say that *recall* is necessary but (way) not sufficient as a learning outcome. #lilly09 2 days ago from TweetDeck
GardnerCampbell Out it comes: desire to ban all technology (ICT, apparently) from the classroom. Next up: eliminate books written in vernacular? #lilly09 2 days ago from TweetDeck
GardnerCampbell (My problem here is that cog. psy. apparently focuses only on *memory* when discussing learning or schooling). #lilly09 2 days ago from TweetDeck
GardnerCampbell Apparently we think modalities matter for individuals bc we want hope that we can teach all students. #lilly09 2 days ago from TweetDeck
GardnerCampbell The effectiveness of a particular modality depends on the content being taught. #lilly09 2 days ago from TweetDeck
GardnerCampbell Recht & Leslie on need for foundational knwldge (1988): good readrs w low knwldge perform far worse thn poor readrs w high knwldge. #lilly09 2 days ago from TweetDeck
GardnerCampbell Bruner notes we should preserve sense of "conjecture and dilemmas" when we do our practicing and telling. #lilly09 2 days ago from TweetDeck
GardnerCampbell Automaticity (aka 10K hour rule) is crucial, yes. But what about motivation? Domain transfer? Sense of domain? etc. cf. Bruner #lilly09 2 days ago from TweetDeck
GardnerCampbell Bit of a caricature just now about "learning to learn" vs. knowing *things*. Straw man/woman time. Cog. psy. prone to this IMO. #lilly09 2 days ago from TweetDeck
GardnerCampbell Now we're discussing the "Blackberry Prayer." Evils of texting. (So let's make the activity useful, eh?) #lilly09 2 days ago from TweetDeck
GardnerCampbell Just did count the basketball bounce and pass visual--always fun. #lilly09 2 days ago from TweetDeck
scmorgan RT @GardnerCampbell: Interesting: having students sign an honor pledge before the exam made cheating go down. #lilly09 2 days ago from TweetDeck
GardnerCampbell Now: "Cognitive Load and Classroom Teaching: The Double-Edged Sword of Automaticity." (Feldon, 2007) #lilly09 2 days ago from TweetDeck
GardnerCampbell Apparently part of the trick here is to administer the reminder *just before* the test. #lilly09 2 days ago from TweetDeck
GardnerCampbell Another example: have students complete a module on plagiarism and how to avoid it *before* they get a take-home exam. #lilly09 2 days ago from TweetDeck
GardnerCampbell Interesting: having students sign an honor pledge before the exam made cheating go down. #lilly09 2 days ago from TweetDeck
GardnerCampbell Now in session on new cog. psy. findings; discussing Ariely's *Predictably Irrational*. Interesting examples. #lilly09 2 days ago from TweetDeck
dkemper RT @GardnerCampbell: Nelson: if we ask students to write thoughts down, this levels field between introverts and extroverts. #lilly09 2 days ago from web
kerina RT @GardnerCampbell: Nelson: if we ask students to write thoughts down, this levels field between introverts and extroverts. #lilly09 2 days ago from TweetDeck
GardnerCampbell Nelson: if we ask students to write thoughts down, this levels field between introverts and extroverts. #lilly09 2 days ago from TweetDeck
GardnerCampbell Nelson: smelling sweat and grooming are ways primates bond. Metaphor for empowering trust in peers. #lilly09 2 days ago from TweetDeck
GardnerCampbell Nelson: if you hand out red Bic pens with no caps, you get most of your pens back. (lol!) #lilly09 2 days ago from TweetDeck
GardnerCampbell My 3 wk course ideas: strategies for digital fluency, problem-finding skills, historical perspective on higher ed. I'm a maverick. #lilly09 2 days ago from TweetDeck
GardnerCampbell Nelson:'s 3 wk course focuses on power of groups to develop deep understanding . Shuffled groups every week. #lilly09 2 days ago from TweetDeck
GardnerCampbell Nelson: question is "what can I teach in 3 wks tht will have greatst impact on student success for nxt 4 years?" Inc. retention 8%. #lilly09 2 days ago from TweetDeck
GardnerCampbell Nelson: the experience of intense contact with 20 fresh minds is addicting. IU pays ordinary summer school stipend. #lilly09 2 days ago from TweetDeck
GardnerCampbell Nelson: IU leader solicited courses, worked with faculty on active ped., 4-5 3 hr. sessions pre-summer, focused on teaching frosh. #lilly09 2 days ago from TweetDeck
GardnerCampbell Nelson: this experience totally voluntary. They didn't want it to be 1-credit or a So. Carolina 3-credit exp. They wanted academic. #lilly09 2 days ago from TweetDeck
GardnerCampbell Nelson: students feel like sophomores after 3-week August term. They see folks they know, even on a campus of 42k. #lilly09 #nelson 2 days ago from TweetDeck
GardnerCampbell Nelson describes what he did with 1st yr. seminar during 3-week August course, residential. #lilly09 #nelson 2 days ago from TweetDeck
GardnerCampbell "Under stress we all regress": must increase scaffolding for first term freshmen. #nelson #lilly09 2 days ago from TweetDeck
GardnerCampbell In session on First Year Seminars with Craig Nelson. First : what problems do we face? Not taken seriously, 1st term & 2nd differ. #lilly09 2 days ago from TweetDeck
GardnerCampbell Sorry. See Taylor, K.B. and Haynes, C. (2008) A framework for intentionally fostering student learning. #magolda #lilly09 2 days ago from TweetDeck
GardnerCampbell Correction: Sanford wrote *The American College*; "Modern American College" comes in 1981. #magolda #lilly09 2 days ago from TweetDeck
GardnerCampbell Sanford (1962) in Modern American College: balancing challenge and support. #lilly09 #magolda 2 days ago from TweetDeck
GardnerCampbell (She's very Engelbartian in that respect.) #lilly09 #magolda 2 days ago from TweetDeck
GardnerCampbell Magolda thinks our developmental theories map what happened, not what might be possible. #magolda #lilly09 2 days ago from TweetDeck
GardnerCampbell You can't help someone develop an internal voice if you're trying to "fix" them. They're working things out. #lilly09 #magolda 2 days ago from TweetDeck
ontoligent RT @GardnerCampbell: ... live internal commitments in everyday life until they become second nature. #magolda #lilly09> Aristotle's ethics 2 days ago from TweetDeck
GardnerCampbell Idea is to live internal commitments in everyday life until they become second nature. #magolda #lilly09 2 days ago from TweetDeck
GardnerCampbell Wisdom is lived knowledge. #magolda #lilly09 2 days ago from TweetDeck
dtrinkle RT @GardnerCampbell: Trust means knowing how to make something happen and how to let it happen. Video in #magolda session. #lilly09 2 days ago from TweetDeck
GardnerCampbell Trust means knowing how to make something happen and how to let it happen. Video in #magolda session. #lilly09 2 days ago from TweetDeck
GardnerCampbell "Self-authorship: internal voice comes to foreground to coordinate external influence" #lilly09 #magolda 2 days ago from TweetDeck
GardnerCampbell Robert Kegan coined term "self-authorship." (Cf. Renaissance idea of self as 'kunstwerk.') #lilly09 #magolda 2 days ago from TweetDeck
GardnerCampbell Room just exploded with conversation over how we help our students, and who helped us, develop the internal voice. #lilly09 #magolda 2 days ago from TweetDeck
GardnerCampbell Magolda: one must identify internal voice, and then cultivate it. #lilly09 #magolda 2 days ago from TweetDeck
GardnerCampbell Magolda: identify the internal voice, and get it into conversation with external voices. #lilly09 #magolda 2 days ago from TweetDeck
GardnerCampbell Does "multitasking" (so-called) impede internal voice? (May I put in a plug for BLOGS here?--internal voice on steroids.) #lilly09 #magolda 2 days ago from TweetDeck
GardnerCampbell Magolda: students become "torn between following others' versus own visions and expectations." #lilly09 #magolda 2 days ago from TweetDeck
GardnerCampbell Magolda's drawing great questions and observations out of the audience. A gift. #lilly09 #magolda 2 days ago from TweetDeck
GardnerCampbell In college, students trust others more than themselves. #lilly09 #magolda 2 days ago from TweetDeck
GardnerCampbell Developing an internal voice can be achieved in many ways, over many paths. #magolda #lilly09 2 days ago from TweetDeck
GardnerCampbell Magolda: developing an internal voice is a key characteristic in learning other skills, domains. #lilly09 2 days ago from TweetDeck
GardnerCampbell Magolda's done a 23-year longitudinal study of Miami U students. Whoa. #lilly09 2 days ago from TweetDeck
GardnerCampbell Getting ready for evening plenary on "Authoring Your Life," b y Marcia Baxter Magolda. Book signing to follow. Excited about this. #lilly09 2 days ago from TweetDeck
RhythmicDeets RT @GardnerCampbell: Disappointments: few students prepped for real thought, too many still not ready to accept non-lecture format. #lilly09 2 days ago from Tweetie
RhythmicDeets RT @GardnerCampbell: Genius idea: have students create a trailer 4 the course as they begin it. Wesch's imagination is bottomless. #lilly09 2 days ago from Tweetie
RhythmicDeets RT @GardnerCampbell: Wesch on Fromm's elements: care, responsibility, respect, knowledge. You need all 4 for mature relationships. #lilly09 2 days ago from Tweetie
RhythmicDeets RT @GardnerCampbell: Wesch: see "Transformations in Learning" (Belenkey, Clinchy, et al.) #lilly09 2 days ago from Tweetie
RhythmicDeets RT @GardnerCampbell: Wesch: moving from knowledgeable to knowledge-able is hard. Transforming students from consumers to creators. #lilly09 2 days ago from Tweetie
RhythmicDeets RT @GardnerCampbell: Looking at YouTube creativity. Higher Ed might as well be ignoring libraries, as to be ignoring this stuff. #lilly09 2 days ago from Tweetie
derekbruff @GardnerCampbell i see this w/clicker studies sometimes--ignoring the effect of formative assessment on teaching choices. #lilly09 2 days ago from TweetDeck
RhythmicDeets RT @GardnerCampbell: Wesch: now from YouTube to Digg to Delicious --a web of mediation, a web of distributed intelligence. #lilly09 2 days ago from Tweetie
RhythmicDeets RT @GardnerCampbell: Wesch: if we don't raise the level of our media literacy, we will become the tools of our tools. #lilly09 2 days ago from Tweetie
RhythmicDeets RT @GardnerCampbell: @mwesch keynte #lilly09. Preparing 4 intellectual liftoff. "The Art of Loving (&) Learning in New Media Environments." 2 days ago from Tweetie
RhythmicDeets @GardnerCampbell I am really enjoying you tweets! What conference are you at? Can you send me a web link to #lilly09 ? Thanks! 2 days ago from Tweetie
RhythmicDeets Following @GardnerCampbell He is tweeting from #lilly09 Well worth following! 2 days ago from Tweetie
GardnerCampbell @derekbruff Assessment was improvement on test scores. I think tests are too limited as measures, but understand they are vital. #lilly09 2 days ago from TweetDeck
derekbruff @GardnerCampbell rmuddiest pt can provide value to student (reflection) and teacher (feedback). were both studied or just one? #lilly09 3 days ago from TweetDeck
GardnerCampbell Now in comm studies session on helping students understand how culture influences them. #lilly09 3 days ago from TweetDeck
GardnerCampbell Discussion of design now getting back on track--good. We can't rule out quant. evidence--trick is getting good data by good design. #lilly09 3 days ago from TweetDeck
GardnerCampbell Argument erupting about quantitative vs. qualitative assessment of student learning. Point is that we have *only* qualitative. #lilly09 3 days ago from TweetDeck
GardnerCampbell @LDinSTL_Chimera If "that" is "quantitative research," not necessarily--I'm no enemy of the quantitative per se. All depends. #lilly09 3 days ago from TweetDeck
GardnerCampbell Ah, now it comes out: are test scores the best measure of student learning? excellent, penetrating question. #lilly09 3 days ago from TweetDeck
GardnerCampbell Discussion now converges on best practices, experimental design, gender divergence, etc. Losing focus on quantitative research. #lilly09 3 days ago from TweetDeck
GardnerCampbell Cunningham (2008) Assessment of NC schools concludes student-centered approaches devalue academic achievement and harm learning. #lilly09 3 days ago from TweetDeck
GardnerCampbell No significant difference in final course grades when using "muddiest point." #lilly09 3 days ago from TweetDeck
GardnerCampbell No significant difference on final exam grades when using "muddiest point." #lilly09 3 days ago from TweetDeck
GardnerCampbell No statistically significant difference on chapter test scores when using "muddiest point." #lilly09 3 days ago from TweetDeck
GardnerCampbell Study examined whether use of "muddiest point" improved chapter test, final exam, and overall course grades. #lilly09 3 days ago from TweetDeck
GardnerCampbell Hard to get students to offer focused feedback on muddiest point--they tended to offer comments on teacher. #lilly09 3 days ago from TweetDeck
GardnerCampbell CAT a formative assessment technique. Feedback for instructor, who then improves (or tries to). #lilly09 3 days ago from TweetDeck
GardnerCampbell Already into limitations of experimental design--unethical not to give "control" group the improvements you've identified. #lilly09 3 days ago from TweetDeck
GardnerCampbell @Cameron_Talley @JacksonCJ1 But not #zinn--she's amazing that way. #lilly09 Must be a wonderful dinner companion. 3 days ago from TweetDeck
GardnerCampbell @JacksonCJ1 @Cameron_Talley Academics take the intrigue out of life, all too often. :) #lilly09 3 days ago from TweetDeck
GardnerCampbell In assessment session. Some evidence suggests some "student-centered" practices do not improve learning. Others vary. #lilly09 3 days ago from TweetDeck
GardnerCampbell @ehampton You'd love this person. I'm going to get her to Baylor for sure. #zinn #lilly09 3 days ago from TweetDeck
GardnerCampbell @soul4real #lilly09 is Lilly Conference on College Teaching. Zinn's session is the shortest 40 minutes I can remember. Cool stuff. #zinn 3 days ago from TweetDeck
GardnerCampbell Zinn: it's very hard to cheat if you have to keep telling other people what you're exploring and what connections you're finding. #lilly09 3 days ago from TweetDeck
GardnerCampbell Zinn calls each group of her interests her "collectories," ranging from toilet paper to cheating to breast quotations. Wow #zinn #lilly09 3 days ago from TweetDeck
soul4real I don't know what #zinn & #lilly09 are but I wish I was there based on @gardnercampbell's tweets. Sounds like good stuff. 3 days ago from TweetDeck
GardnerCampbell @bgblogging Very cool! Thanks--good to know directions to push out here. #zinn #lilly09 3 days ago from TweetDeck
GardnerCampbell Zinn: we should ask our students to tell us what makes teaching fun. This makes them responsible, too. #zinn #lilly09 3 days ago from TweetDeck
GardnerCampbell Zinn: schools are not just for kids--they're there for us as well. We have to show them how *teaching* is fun. (Great idea.) #lilly09 #zinn 3 days ago from TweetDeck
GardnerCampbell Zinn: we actually have to teach our students *how* to be engaged. They don't expect this in school. #lilly09 #zinn 3 days ago from TweetDeck
GardnerCampbell Zinn: relevance to job or immediate desire is not the same as personal resonance connected to pragmatic reality. #zinn #lilly09 3 days ago from TweetDeck
GardnerCampbell Zinn: our students don't know how it feels to be interested & passionately involved. We have to teach them. Orgasm of the mind! #lilly09 3 days ago from TweetDeck
EducationMedias RT @GardnerCampbell Michael Wesch: if we don't raise the level of our media literacy, we will become the tools of our tools. #lilly09 3 days ago from web
GardnerCampbell Book by Nash--anyone read this? Looks interesting. #lilly09 #zinn http://bit.ly/7GeTEt 3 days ago from TweetDeck
GardnerCampbell Scholarly personal narrative: first person writing that integrates scholarship as well. Book by Nash. QV! #lilly09 #zinn 3 days ago from TweetDeck
GardnerCampbell New word for me: I-Search. Also, important to code-switch, write in multiple genres and voices. #lilly09 #zinn 3 days ago from TweetDeck
GardnerCampbell Zinn: connectivity is looking at one thing and seeing another. When students go deeply into personal interest, they practice. #zinn #lilly09 3 days ago from TweetDeck
GardnerCampbell Zinn blogs at www.wilkinsorileyzinn.wordpress.com. #lilly09 #zinn Anything can be researched. Put these objects in a "collectory." 3 days ago from TweetDeck
GardnerCampbell Zinn: should be PENTAGULATION (as opposed to triangulation--sorry). #lilly09 #zinn 3 days ago from TweetDeck
GardnerCampbell Zinn: anything potentially interesting as object of research. See also *contagulation*. #lilly09 #zinn 3 days ago from TweetDeck
GardnerCampbell Zinn: importance to respect self as a source of knowledge. Otherwise, why will metacognition matter? #lilly09 #zinn 3 days ago from TweetDeck
GardnerCampbell @ehampton You rock my world! Whoa. #lilly09 3 days ago from TweetDeck
GardnerCampbell Themes of fun and learning: choice, relevance, engagement, active learning, teacher attitude, camaraderie. #lilly09 #zinn 3 days ago from TweetDeck
GardnerCampbell Zinn's dissertation outline looks like Scott McCloud's Understanding Comics. Whoa! #lilly09 #zinn 3 days ago from TweetDeck
GardnerCampbell Zinn's prime research : fun & creativity in learning. She found academic work offered less creative space than earlier careers. #lilly09 3 days ago from TweetDeck
GardnerCampbell Dr. Wilkins-O'Reilly Zinn did an autoethnographic dissertation--a first person diss. Whoa! #lilly09 #zinn 3 days ago from TweetDeck
AndyBrantley RT @GardnerCampbell: Wesch:moving from knowledgeable to knowledge-able very hard. Transforming students from consumers to creators.#lilly09 3 days ago from HootSuite
GardnerCampbell At "Learning as Personal Passion: Discovering the Power of Autoethnographic Research." Great session title. #lilly09 3 days ago from TweetDeck
pchinn RT @GardnerCampbell Michael Wesch: if we don't raise the level of our media literacy, we will become the tools of our tools. #lilly09 3 days ago from Seesmic
andrewbonamici RT @GardnerCampbell Michael Wesch: if we don't raise the level of our media literacy, we will become the tools of our tools. #lilly09 3 days ago from web
busynessgirl RT @GardnerCampbell Genius idea: have students create a trailer for the course as they begin it. Wesch's imagination is bottomless. #lilly09 3 days ago from Seesmic
GardnerCampbell Always feel I need to take a nap after @mwesch speaks. We know that sleep organizes memories, and I need to get REMing after this. #lilly09 3 days ago from TweetDeck
GardnerCampbell Wesch's ongoing disappointments: few students prepped for real thought, too many still not ready to accept non-lecture format. #lilly09 3 days ago from TweetDeck
GardnerCampbell Not sure I did justice to what Mike Wesch said about grading--don't take it as gospel. #lilly09 3 days ago from TweetDeck
GardnerCampbell Now the question of grading emerges: Wesch says 1/2 scantron bc of other sections, other is various kinds of feedback/rankings. #lilly09 3 days ago from TweetDeck
GardnerCampbell Wesch: knew experiment worked when students in intro class were reading sources he didn't encounter until grad school. #lilly09 3 days ago from TweetDeck
GardnerCampbell Wesch now moving to world simulation project he does with his intro cultural anthro. class. #lilly09 3 days ago from TweetDeck
GardnerCampbell @fceblog Maybe this? http://transformativelearningtheory.com/Relational.html #lilly09 (Going by at a rapid clip--sorry.) 3 days ago from TweetDeck
jorrflv RT @GardnerCampbell: Genius idea:have students create a trailer for the course as they begin it. Wesch's imagination is bottomless. #lilly09 3 days ago from TweetDeck
GardnerCampbell Genius idea: have students create a trailer for the course as they begin it. Wesch's imagination is bottomless. #lilly09 3 days ago from TweetDeck
GardnerCampbell One of @mwesch's students knew how to do super-feed (I missed this part--sorry) and raised the game even farther. #lilly09 3 days ago from TweetDeck
digitalst Thanks @GardnerCampbell for yr #lilly09 tweets. E.g. Wesch: the media landscape is ... us. 3 days ago from web
GardnerCampbell Wesch now describing the Zoho database in which his students read 94 article summaries, 5 articles in depth. #lilly09 (his blog shows how) 3 days ago from TweetDeck
digitalst RT @GardnerCampbell Wesch:If we don't raise the level of our media literacy, we will become the tools of our tools. #lilly09 3 days ago from web
fceblog @GardnerCampbell Is this the book? Belenkey, M.F., Clinchy B.M., et al (1986) Womens’ Ways of Knowing. New York: Basic Books #lilly09 3 days ago from web
GardnerCampbell Wesch now goes to Parker Palmer's "The Courage To Teach"--the subject-centered teaching diagrammed. Yes indeed. #lilly09 3 days ago from TweetDeck
GardnerCampbell @willrich45 MW's being captured, but I don't think it's being streamed. Sorry. #lilly09 3 days ago from TweetDeck
GardnerCampbell Wesch: best part of "A Vision of Students Today" is the response and discussion that followed. #lilly09 (Can't do this with an LMS, no.) 3 days ago from TweetDeck
GardnerCampbell Wesch now showing "Vision of Students Today." Looking at collaboration level in making-of. #lilly09 (This layer often overlooked.) 3 days ago from TweetDeck
JeffNugent @GardnerCampbell awesome stream coming out of #lilly09 Thank You...keep it coming... 3 days ago from TweetDeck
GardnerCampbell Wesch's idea: Engage real problems, with students, by recognizing and harnessing media environment. #lilly09 (Yes: true digital fluency.) 3 days ago from TweetDeck
GardnerCampbell Wesch: new mediascape presents challenges of ambient attention, information overchoice (surfing), attention scarcity. #lilly09 3 days ago from TweetDeck
GardnerCampbell Wesch takes loving students with utmost seriousness--care, responsibility, respect, knowledge, a la Fromm. #lilly09 3 days ago from TweetDeck
GardnerCampbell Wesch on Fromm's elements: care, responsibility, respect, knowledge. You have to have all four to have mature relationships. #lilly09 3 days ago from TweetDeck
GardnerCampbell Wesch: To take students on a transformational journey, you have to be there with them. Elements of Love here, via Fromm. #lilly09 3 days ago from TweetDeck
GardnerCampbell Wesch: Some of the best education books aren't labeled as such. #lilly09 (Amen to that.) 3 days ago from TweetDeck
GardnerCampbell Wesch: move from receptive to subjective to procedural to constructive learning. #lilly09 3 days ago from TweetDeck
GardnerCampbell Wesch: see "Transformations in Learning" (Belenkey, Clinchy, et al.) #lilly09 3 days ago from TweetDeck
kprentiss RT @GardnerCampbell: Wesch: so the question is "how can we create students who can create meaningful connections?" #lilly09 3 days ago from TweetDeck
GardnerCampbell Wesch: moving from knowledgeable to knowledge-able is very, very hard. Transforming students from consumers to creators. #lilly09 3 days ago from TweetDeck
GardnerCampbell Wesch: so the question is "how can we create students who can create meaningful connections?" #lilly09 3 days ago from TweetDeck
GardnerCampbell Wesch: merely acquiring information leads to a very thin view of learning. #lilly09 3 days ago from TweetDeck
GardnerCampbell Wesch: we can think about authority as discussion, within this new landscape. #lilly09 3 days ago from TweetDeck
GardnerCampbell Wesch: iconic videos document what we did, what we imagined, what we made together at the dawn of the networked age. #lilly09 3 days ago from TweetDeck
GardnerCampbell In my view, those who dismiss this media landscape are dismissing potential breakthroughs, potential connections--human potential. #lilly09 3 days ago from TweetDeck
tsaj RT @courosa: Wesch: if we don't raise the level of our media literacy, we'll become the tools of our tools. #lilly09 (via @GardnerCampbell) 3 days ago from DestroyTwitter
GardnerCampbell Wesch: YouTube is also a hero in our mediated culture. e.g. "Free Hug" phenomenon. #lilly09 3 days ago from TweetDeck
ransomtech RT @courosa: RT @GardnerCampbell: Wesch: if we don't raise the level of our media literacy, we will become the tools of our tools. #lilly09 3 days ago from TweetDeck
GardnerCampbell Looking at this YouTube creativity, I despair. Higher Ed might as well be ignoring libraries as to be ignoring this stuff. Alas! #lilly09 3 days ago from TweetDeck
GardnerCampbell Now onto Charley Bit My Finger. Redone and remixed over 6K times. A hiphop version as well. #lilly09 3 days ago from TweetDeck
GardnerCampbell Wesch: the media landscape is ... us. #lilly09 3 days ago from TweetDeck
GardnerCampbell Wesch now moving to remix, Super Bowl commercials--the story of the Web is a web itself. @mwesch is a poet. #lilly09 3 days ago from TweetDeck
busynessgirl RT @GardnerCampbell: Wesch: if we don't raise the level of our media literacy, we will become the tools of our tools. #lilly09 3 days ago from Seesmic
GardnerCampbell Wesch: now from YouTube to Digg to Delicious --a web of mediation, a web of distributed intelligence. #lilly09 3 days ago from TweetDeck
IPSchool RT @GardnerCampbell: Wesch: if we don't raise the level of our media literacy, we will become the tools of our tools. #lilly09 3 days ago from Seesmic
IPSchool RT @GardnerCampbell: Wesch: media are not just tools. They mediate relationships. They are disruptive. #lilly09 3 days ago from Seesmic
GardnerCampbell Wesch now telling story of how "Machine is Us/ing Us" was made and took off. Case study of the wild media ride we're on. #lilly09 3 days ago from TweetDeck
fceblog RT @GardnerCampbell: Wesch: if we don't raise the level of our media literacy, we will become the tools of our tools. #lilly09 3 days ago from web
courosa RT @GardnerCampbell: Wesch: if we don't raise the level of our media literacy, we will become the tools of our tools. #lilly09 3 days ago from TweetDeck
GardnerCampbell Wesch: if we don't raise the level of our media literacy, we will become the tools of our tools. #lilly09 3 days ago from TweetDeck
GardnerCampbell Wesch: media are not just tools. They mediate relationships. They are disruptive. #lilly09 3 days ago from TweetDeck
GardnerCampbell @mwesch got to witness intro. of writing into Papua New Guinea. Fascinating look at consequences of introducing media into life. #lilly09 3 days ago from TweetDeck
GardnerCampbell Wesch: field work in New Guinea is like growing up all over again, but in unmediated env. Gave him fresh perspective on media. #lilly09 3 days ago from TweetDeck
grantpotter Wesch: Scantron is silly in networked information age. Airborne information everywhere ... Here, here #lilly09 (via @GardnerCampbell) 3 days ago from Tweetie
GardnerCampbell Wesch: Scantron is silly in networked information age. Airborne information everywhere. We must help students use it meaningfully. #lilly09 3 days ago from TweetDeck
GardnerCampbell Students get the message these walls convey. Their questions are real & depressing questions. "How many points is this worth?" #lilly09 3 days ago from TweetDeck
GardnerCampbell @mwesch begins with the story of his concerns about the walls he sees in his classrooms every day. The wrong messages they convey. #lilly09 3 days ago from TweetDeck
klibrary @GardnerCampbell so excited that I came across these #lilly09 tweets-positive response about @mwesch video when shared with HS staff- Thanks 3 days ago from Twitterrific
fceblog What a day to show Twitter to newbies. Just point them to @GardnerCampbell tweeting @mwesch keynte @ #lilly09. Everyone on board. 3 days ago from web
GardnerCampbell @courosa Looks like they're recording it, but not streaming alas. Stay tuned. #lilly09 3 days ago from TweetDeck
GardnerCampbell Getting ready for @mwesch keynte @ #lilly09. Preparing for intellectual liftoff. "The Art of Loving (&) Learning in New Media Environments." 3 days ago from TweetDeck
GardnerCampbell Caveat: many university spam filters block email from dimdim.com. May need to alert central IT. #lilly09 3 days ago from TweetDeck
GardnerCampbell Archive in dimdim exports as a YouTube video automagically. #lilly09 3 days ago from TweetDeck
GardnerCampbell dimdim also does session archiving. #lilly09 3 days ago from TweetDeck
GardnerCampbell dimdim also plays nice with MS Office apps. Good import and share functionality. Nice. #lilly09 3 days ago from TweetDeck
GardnerCampbell good whiteboard affordance in dimdim. Granular moment-by-moment permissions, rich media support. #lilly09 3 days ago from TweetDeck
GardnerCampbell dimdim lets us click through an entire website as we share it. Nice. #lilly09 3 days ago from TweetDeck
GardnerCampbell @jmcclurken It's a great piece, I think. KBY is a force of nature. I'd love to work with her. #lilly09 3 days ago from TweetDeck
GardnerCampbell Dimdim also generates a dial-in audio affordance. Sweet. #lilly09 3 days ago from TweetDeck
klibrary RT @mwesch: @GardnerCampbell How 'bout "creative thinking" rather than "critical thinking" as more integrative alternative #lilly09 Amen 3 days ago from Twitterrific
GardnerCampbell @jmcclurken Hope you've seen Kathleen Yancey's amazing piece on eportfolio research in AACU winter 09 issue of Lib. Learning. #lilly09 3 days ago from TweetDeck
GardnerCampbell Limitation: bubbl.us does not permit real-time collaboration. Save, then share. #lilly09 3 days ago from TweetDeck
GardnerCampbell Team paper in MBA course req. students to print out their bubbl.us map, to demonstrate process. Nice. #lilly09 3 days ago from TweetDeck
GardnerCampbell @BryanAlexander Adults in an office setting (inc. academics) have strong typewriter assocations, I think--or text input only. #lilly09 3 days ago from TweetDeck
GardnerCampbell No acct. needed for immediate use of bubbl.us. Acct. allows printing and sharing. Nice. #lilly09 3 days ago from TweetDeck
GardnerCampbell Great tag team in this session: business prof. and inst. tech. designer. D. Westerfelt and S. Kaufman, Ashland U. #lilly09 3 days ago from TweetDeck
GardnerCampbell Good point: these free web tools typically have online tutorials. Baked-in and free support. #lilly09 3 days ago from TweetDeck
GardnerCampbell Thought: will gesture-based and mobile computing finally get us beyond "computer as typewriter" paradigm? #lilly09 3 days ago from TweetDeck
GardnerCampbell Preliminary conclusion: execs. have their staff use these tools, but don't use them themselves. #lilly09 ("typist" model of tech.--ouch) 3 days ago from TweetDeck
GardnerCampbell Their favorite medium was video conferencing, followed by audio. Weirdly, they didn't use these tools at work very often. #lilly09 3 days ago from TweetDeck
GardnerCampbell Problem is not "impersonal" medium, but challenges of learning how to drive the computer.... 61% were 30-50 yrs old. #lilly09 3 days ago from TweetDeck
GardnerCampbell Online MBAs saw major disadvantage was lack of technological literacy--could have been bc these were older students. #lilly09 3 days ago from TweetDeck
GardnerCampbell Students like "getting right to work," which is easier in some online contexts. #lilly09 3 days ago from TweetDeck
GardnerCampbell @cmduke dimdim, bubbl.us, etherpad. #lilly09 3 days ago from TweetDeck
GardnerCampbell Interesting: 56% of students in online business course preferred meeting on the web, using these tools. #lilly09 3 days ago from TweetDeck
GardnerCampbell Gotta have enthusiasm for cool tools--without this, talk about scaling and sustainability gets stagnant, self-justifying. IMO. #lilly09 3 days ago from TweetDeck
GardnerCampbell RT @mwesch: @GardnerCampbell How 'bout "creative thinking" rather than "critical thinking" as more integrative alternative #lilly09 Amen, +1 3 days ago from TweetDeck
GardnerCampbell Tools are dimdim, bubbl.us, and EtherPad. Screenshare, mindmap, collaborative doc. #lilly09 (great to hear enthusiasm for cool tools) 3 days ago from TweetDeck
GardnerCampbell Now in web tools for 21c collaborative learning environment. Focusing on 3 free web tools. #lilly09 3 days ago from TweetDeck
mwesch @GardnerCampbell How 'bout "creative thinking" rather than "critical thinking" as more integrative alternative #lilly09 3 days ago from web
GardnerCampbell Great audience remark: intro classes for gen. ed. might not be the same as intro classes for majors. #lilly09 3 days ago from TweetDeck
jmcclurken @GardnerCampbell Thanks for all the tweets from #lilly09. Sounds like a great discussion. 3 days ago from TweetDeck
GardnerCampbell How can profs. convey the importance of their discipline, beyond ensuring a course in it is required? #lilly09 3 days ago from TweetDeck
GardnerCampbell Interesting: "intellectual" sounds elitist, "critical thinker" sounds democratic. But does "ct" suggest integrative learning? #lilly09 3 days ago from TweetDeck
GardnerCampbell Same man also brings up issue of *integrative learning*: stressing commonalities among disciplines. Agreed! #lilly09 3 days ago from TweetDeck
GardnerCampbell Audience member brings up lack of *platform for discussion* in early college exp. of liberal learning. #lilly09 3 days ago from TweetDeck
GardnerCampbell Student replies that the discussion is largely pro forma--just "going over it." #lilly09 (good honest talk here) 3 days ago from TweetDeck
GardnerCampbell Profs. at Miami U. are *supposed* to discuss Miami Plan as part of the first days of the class. #lilly09 3 days ago from TweetDeck
GardnerCampbell Houk: yet students think very short term, and want the degree as pathway to a job. #lilly09 3 days ago from TweetDeck
GardnerCampbell Prof. now discussing Miami Plan architecture. "Too much science" is most common student complaint. #lilly09 3 days ago from TweetDeck
GardnerCampbell She chose Miami U. because of Miami Plan but didn't realize how hard it would be to get the requ. in. Why don't some courses count? #lilly09 3 days ago from TweetDeck
GardnerCampbell Student now relating her difficulties getting through the "Miami Plan." Rubber meets the road now. #lilly09 3 days ago from TweetDeck
GardnerCampbell Now discussing arch. and delivery of liberal learning at Miami U. Still very much a list of courses and requirements. Sigh! #lilly09 3 days ago from TweetDeck
GardnerCampbell Williams: danger of not engaging with "rich texts" (agreed, but we need inclusive definition of "rich texts"). #lilly09 3 days ago from TweetDeck
barrydahl RT @GardnerCampbell: Williams: careerism among univ. leaders also drives an "arms race" of flashy projects. #lilly09 Agreed! 3 days ago from TweetDeck
GardnerCampbell Really looking forward to Mike Wesch's keynote at #lilly09. Erich Fromm, new media, teaching/learning: vintage Wesch! 3 days ago from TweetDeck
GardnerCampbell Question from me: is liberal learning intellectualism? (If so, is that bad? IBetter term than "critical thinking"?) #lilly09 3 days ago from TweetDeck
GardnerCampbell Also trouble with short-term vocational goals, and religious pressures such as creationism & other forms of willed ignorance. #lilly09 3 days ago from TweetDeck
GardnerCampbell Williams: careerism among univ. leaders also drives an "arms race" of flashy projects. #lilly09 3 days ago from TweetDeck
GardnerCampbell WIlliams: academic "arms race" pulls against lib. learning: investing many $$$ in rec./PR facilities. Everyone else is doing it! #lilly09 3 days ago from TweetDeck
GardnerCampbell Williams: liberal learning has experienced wide adoption--but how deep? Overt and covert missions are in tension. Soc capital, e.g. #lilly09 3 days ago from TweetDeck
GardnerCampbell Williams: Liberal education doesn't really emerge as a goal until Harvard's Red Book in mid 1940's. Reacting to German Res. mod. #lilly09 3 days ago from TweetDeck
GardnerCampbell WIlliams: objects of study may remain consist, but modes and goals of study change. Overview of changes at Miami U. #lilly09 3 days ago from TweetDeck
GardnerCampbell Peter Williams now speaking. Says task of liberal education is sisyphean. #lilly09 (rock and roll :)) 3 days ago from TweetDeck
GardnerCampbell Trick now is not just to establish goals, but to demonstrate we're meeting the goals of liberal learning. #lilly09 Indeed! 3 days ago from TweetDeck
GardnerCampbell We're looking at LEAP "essential learning outcomes" now--AACU statement on liberal learning. These principles endure. #lilly09 3 days ago from TweetDeck
mwesch joining @GardnerCampbell tweeting #lilly09 3 days ago from web
GardnerCampbell Global culture, technology, vocational emphases revise the way we frame & exp. liberal ed., but its importance is undiminished. #lilly09 3 days ago from TweetDeck
GardnerCampbell At session on Liberal Learning Redux--discussing the 1986 "Miami Plan" at Miami of Ohio, and how it looks in 2009. #lilly09 3 days ago from TweetDeck
atreloar @GardnerCampbell or the mouse! #lilly09 3 days ago from Nambu
GardnerCampbell @LDinSTL_Chimera Yes, only tweeter here so far. A depressing statistic. A sobering and depressing distinction. #lilly09 3 days ago from web
eRomanMe Lucky @GardnerCampbell, who can attend #lilly09. I wish there would be more tweets about the conf, so I could follow what is going on there 3 days ago from TweetDeck
GardnerCampbell The Bologna Process. Making higher Ed more seamless. #lilly09 3 days ago from TweetDeck
GardnerCampbell Great advice for teachers; "don't touch the chalk!" Let the students work the problem. Laura Richlin #lilly09 3 days ago from TweetDeck
GardnerCampbell Getting ready to listen to Laurie Richlin on "Tuning Criterion-Referenced Learning Competencies." #lilly09 3 days ago from TweetDeck
GardnerCampbell Is there a Lilly Conference hashtag? How's this? #lilly09 3 days ago from TweetDeck

CORE_11-14-09_Syllabus

gcampbel — Sat, 14 Nov 2009 13:56:28 CST

I. Welcome, introductions

II. Writing the day into being:

A. What do you hope to learn today?

How to get material to go from "I have to take this course and suffer through it" to "this has relevance to my life." How to get past the "get through this and not hurt my GPA." Inspire interest in the material.
Effective teaching strategies: participation, not just teacher-telling. Engaged learners learn better. How to make things stick, how to make things interesting, how to make things fun.
Technology: students are far ahead. How to ensure their honesty. How to do turnitin.com. How to deal with plagiarism. How to engage a large class, especially those with heads on desks sleeping--not a huge worry, but a concern. What's acceptable for singling out students who sleep, text, etc. How to know students in a large enrollment class.
As a young teacher, how to demand respect but remain approachable.
How to handle disruptive behavior.
How to break through feelings of entitlement without being unapproachable.

B. Why do you hope to learn these things?
If the teacher is unapproachable, or frightening, learning is impossible. The firing squad feeling. Extra help is important--can you ask for it?
Students need to be productive, contributing, self-sufficient adults.
Learning, education, should be mutual--speak to the whole person--prepare us for our lives as whole people.
Students need to learn how to think, how to write, how to live, how to live in liberty. How do we live together? Important to learn to evaluate, judge, compare; move beyond a single answer.
Plagiarism means students are cheating themselves. They haven't had the creative, analytical opportunity to articulate themselves in writing.
Love of the subject. Love of the life the subject illuminates. Love of the culture. Love of what the learning permits us to do. Love of the human possibilities unleashed, shared, communicated.

C. What do you enjoy most about being a student?
summer vacations--seasonal variation--rhythm of work--ends in sight--has a shape, a form
exploring with others, opportunity to grow intellectually and spiritually, get a bigger view of life, be exposed to other ideas
develop humility in the face of big questions, pursue the big questions, explore the answers. As a teacher, assign material that you don't know well--

D. What do you dislike most about being a student?
how to balance work with life. hard to explain the worth of the life to people in the outside world.
work-life balance. two grad students in the family make it tough, stressful, exhausting. never quite feeling like you're done, like you're at the finish line, like you can have a rest. how to deal with sickness in the proximity school means. how to deal with body-brain balance. cognitive embarrassment.
feeling behind in performance. anxiety about where one is in terms of the learning community. knowing the hill is steeper for oneself than for others.

III. Conjectures and Dilemmas: a problem-finding digression

IV. Course Management

A. Syllabus
Outline of a course
Expectations
Schedule of assignments
Policies
Orients students to the course
Developmental considerations--syllabi may vary by age/development of learner
May focus work, but may also turn opportunities into assignments

A dilemma in disguise

B. Class meetings

No activity beyond what's required
Distractions, work, life, sleep, many demands on time
less can be more--don't overwhelm them--
yet classes can't simply repeat the reading--don't adopt a "cover in class" model
find sweet spot in meetings: routines and novelties together

C. Communication with students

D. Communication with colleagues

LUNCH--A geologist's journey

V. Assignments, requirements, grading

"What do we have to know for the test?"
Oral presentations
tests
oral exams
papers
projects
making things
"A portal to media literacy"

VI. ICT in teaching and learning

Wesch: TheMachine is Us/ing Us

CORE_11-14-09

gcampbel — Sat, 14 Nov 2009 13:08:10 CST

"To isolate the major difficulty, then, I would say that while a body of knowledge is given life and direction by the conjectures and dilemmas that brought it into being and sustained its growth, pupils who are being taught often do not have a corresponding sense of conjecture and dilemma. The task of the curriculum maker and teacher is to provide exercises and occasions for its nurturing. If one only thinks of materials and content, one can all too easily overlook the problem. I believe that it is precisely because instruction takes the form of telling-out-of-the-context-of-action that the difficulty emerges. It is a pitfall of instruction by the 'third way.' The answer is the design of exercises in conjecture, in ways of inquiry, in problem-finding. It is something that the good teacher does naturally at least some of the time. With help from the curriculum maker's exercises and conjectures, it is something that ordinary teachers will do much more of the time." Jerome Bruner, "A Retrospect on Making and Judging," in Toward a Theory of Instruction (Cambridge, Mass.: Harvard UP, 1966) 159-60.

Conjectures and dilemmas in teaching/learning:

The individual learns, but learning (like language) is social.
Social interaction both supports and distracts from learning.
The technology of schooling both supports and thwarts learning.
What is understanding and how can we demonstrate or measure it?
Is schooling in the sciences different from schooling in the humanities? Is learning in the sciences different from learning in the humanities?
What is the relationship of creativity to learning?
How do we stimulate intrinsic motivation in the learner? What role does extrinsic motivation play?
What do we mean by "insight"? Can we become more insightful?
What is the role of general cognitive ability, intelligence or "G," in academic success, a fulfilling career, or personal happiness?
Are there multiple intelligences?
Are there learning styles?
How are teaching and expertise related?
The ever-popular hermeneutic circle.

Our assumptions about learning are fundamentally flawed.

Riddles of development:
Bloom's taxonomy

See also: http://www.ion.uillinois.edu/resources/tutorials/assessment/bloomtaxonomy.asp

Fink's revision of Bloom's taxonomy

Fink, L. Dee. 2003. Creating Significant Learning Experiences: An Integrated Approach to
Designing College Courses. San Francisco: Jossey Bass. p. 30.

Bloom's taxonomy upended

etc.

What we believe we know at this point:

Schooling and learning are not synonymous.
Learning is not simply information or content transfer.
Learning is not simply about reasoning or cognition.
Authentic assessment is not simply a measurement of memory.
Integrative learning is an increasingly important goal.
The learning environment is a cognitive ecosystem.
Pill-minders and feedlots don't cut it. To educate the whole person, we must move from the transactional to the relational.

Ken Robinson: Do schools kill creativity?

11_12_09

gcampbel — Thu, 12 Nov 2009 12:54:37 CST

Realtime results for #nmsf09

0 more results since you started searching. Refresh to see them.

allyson_hill11: #nmsf09- Why is Maxine so terrified by what she is learning to do? Pg. 68 -> Pg. 70

32 minutes ago from web · Reply · View Tweet
Alexis_Tracy: Arpit's presentation has made me realize something about the teaching-learning experience. I shall blog! #nmsf09

37 minutes ago from web · Reply · View Tweet
Alexis_Tracy: @thdrummer, what exactly are you asking? #nmsf09

about 1 hour ago from web · Reply · View Tweet
ehampton: #nmsf09 does that original cover illuminate the story?

about 1 hour ago from TweetDeck · Reply · View Tweet
ehampton: #nmsf09 class - on this page: http://bit.ly/2214GZ (expand ) scroll down to the March 1954 cover to see the original publication of Immigrant by Simak

about 1 hour ago from TweetDeck · Reply · View Tweet
Alexis_Tracy: The realities we live in and are accustomed to are far from simple or one-dimensional #nmsf09

about 1 hour ago from web · Reply · View Tweet
Alexis_Tracy: computer just went nuuuuutzzz! #nmsf09

about 1 hour ago from web · Reply · View Tweet
ehampton: Clifford Donald Simak papers at the University of Minnesota libraries: http://bit.ly/1e9BmA (expand ) #nmsf09

about 1 hour ago from TweetDeck · Reply · View Tweet
thdrummer: No such thing as a simple reality--only our comprehension is simple #nmsf09...

about 1 hour ago from web · Reply · View Tweet
allyson_hill11: Can we handle complicated realities? #nmsf09

about 1 hour ago from web · Reply · View Tweet
dormrmrupunzel: the newseum is interactive! you can be a newscaster and things like that #nmsf09

about 1 hour ago from web · Reply · View Tweet
allyson_hill11: #nmsf09 the idea of an interactive museum...

about 1 hour ago from web · Reply · View Tweet
Alexis_Tracy: The live-it sounds scary to me. #nmsf09

about 1 hour ago from web · Reply · View Tweet
ariadneaberin: wow my eyesight sucks. #nmsf09

about 1 hour ago from web · Reply · View Tweet
dormrmrupunzel: I believe in aliens... we would be arrogant to say that we are the only life forms in the universe!...i want a live-it so bad! #nmsf09

about 1 hour ago from web · Reply · View Tweet
eriXnet #nmsf09 The Live-It was a really amazing device in the story... just to be able to go back and look at history in its true form... amazing about 1 hour ago from TweetDeck
allyson_hill11 #nmsf09 I feel like I would be extremely intelligent and well-rounded if I had a Live-It. about 1 hour ago from web
Alexis_Tracy Who believes in aliens???? #nmsf09 about 1 hour ago from web
Alexis_Tracy Trevor---Humanity is still evolving #nmsf09 about 1 hour ago from web
about 1 hour ago from web
thdrummer Simak sees aliens as docile, and more diplomatic than the typical, destructive images one usually thinks of. #nmsf09 about 1 hour ago from web
about 1 hour ago from web
eriXnet #nmsf09 I had never thought about alien races like that... intelligent to a point where invasion would be unnecessary and unwanted... about 1 hour ago from TweetDeck
dormrmrupunzel time's meaning is relative... in other coutries, they don't rely on clocks like we do here. #nmsf09 about 1 hour ago from web
Alexis_Tracy That pesky word RANDOM #nmsf09 about 1 hour ago from web
Alexis_Tracy i feel bad :( #nmsf09 about 1 hour ago from web
Alexis_Tracy "Time is still the great mystery to us. It is no more than a concept; we don't know if it even exists..." #nmsf09 about 1 hour ago from web
thdrummer Shame... #nmsf09 about 2 hours ago from web
Alexis_Tracy hello librarian! #nmsf09 about 2 hours ago from web
allyson_hill11 "A for AMAZING!" #nmsf09 about 2 hours ago from web
ehampton @ariadneaberin No problem. I'm having a blast commenting on your blogs! So much fun to be a part of your research process there #nmsf09 about 2 hours ago from TweetDeck
dormrmrupunzel #nmsf09 i have google wave now! SO COOL! about 2 hours ago from web
ehampton #nmsf09 class - was that reading a handout or web link? I'm stupidly not finding it in the reader... about 2 hours ago from TweetDeck
ariadneaberin morning librarian! thanks for the comment, you rock socks! #nmsf09 about 2 hours ago from web
Ravenkana Hallo, Librarian! #nmsf09 about 2 hours ago from web
dormrmrupunzel hey mrs. filgo #nmsf09 about 2 hours ago from web
arpitdesai09 Hi Librarian! #nmsf09 about 2 hours ago from web
dabos22 @ehampton top of the morning, dear librarian! #nmsf09 about 2 hours ago from web
dormrmrupunzel hey #nmsf09 ill keep in touch on here... about 2 hours ago from web
allyson_hill11 #nmsf09 morning @ehampton! about 2 hours ago from web
ehampton Good morning #nmsf09 class! about 2 hours ago from TweetDeck
ehampton @eriXnet Was it this guy? http://bit.ly/2KCSvJ #nmsf09 about 2 hours ago from TweetDeck
eriXnet Good Morning #nmsf09 class and good morning Librarian! :D Really enjoyed the reading for today; "Immigrant" though I'm not sure who wrote it about 2 hours ago from TweetDeck
dormrmrupunzel Feeling reaally really sick i dont think i can physically make it to class. Sorry. I will work on my project #nmsf09 about 2 hours ago from txt
GardnerCampbell @Ravenkenna Thinking about "emergent gameplay" and wanting to write an article on "emerging edplay." http://bit.ly/9sAg0 Thx 4 link. #nmsf09 about 3 hours ago from web

FYS 1399 Memex to YouTube F09

gcampbel — Thu, 12 Nov 2009 11:17:09 CST

From Memex to YouTube: An Introduction to New Media Studies, Fall 2009

11:00 a.m. - 12:15 p.m. TR Sid Rich 326
Dr. Gardner Campbell
Office: Academy for Teaching and Learning, Jones Library, Suite 206 / 710-3412 / gardner_campbell AT baylor.edu/
Office Hrs. TR 2-3 p.m. & by appt.
http://www.gardnercampbell.net

COURSE LEARNING OBJECTIVES (TBD by Dr. C. and seminar students)

About This Class: What Is New Media Studies?

From Janet Murray's introduction to ''The New Media Reader'', "Inventing the Medium":

This is a landmark volume, marking the first comprehensive effort at establishing the genealogy of the computer as an expressive medium.

Although the name of the book is ''The New Media Reader'', its subject is the emergence of a single medium, and one which we can define more particularly than by merely pointing to its novelty. The ''digital medium'' which we see emerging in these well-selected and contextualized essays may seem plural to us now, because it is so myriad in its forms--virtual reality CAVEs, the Internet, "enhanced" television, videogames. Indeed, like the medium of film 1000 years earlier, the compute medium is drawing on many antecedents and spawning a variety of formats. But the term "new media" is a sign of our current confusion about where these efforts are leading and our breathlessness at the pace of change,particularly in the last two decades of the 20th century. How long will it take before we see the gift for what it is--a single new medium of representation, the digital medium, formed by the braided interplay of technical invention and cultural expression at the end of the 20th century? This reader, reflecting the burgeoning of "New Media Studies" throughout academic life and new media practice throughout the world, should help to hasten that change in our thinking.

http://en.wikipedia.org/wiki/Janet_Murray Here is the Wikipedia entry on Dr. Murray. The discussion page (a feature of all Wikipedia articles) includes this note from Dr. Murray herself:

I have revised this page about myself to more accurately summarize my book and the response to it. On my first try I appended my changes but this time I got it right and replaced the previous entry with this partial rewrite. It is odd to come across an encyclopedia entry to oneself and hard to judge what is appropriate to say. I did want the key arguments of the book to be clearly stated, and I thought the original longer critique of the book was too vague to engage, especially in a biographical entry. I added a reference to second public discourse about the book (Sven Birkerts debate with me, on http://hotwired.com) in addition to the ludologists and I pointed to a key source for the ludologist use of the book in the first issue of Game Studies (http://www.gamestudies.org ) . I meant to be neutral and non-self-promoting and I hope I succeeded. THanks to Snowspinner for including me. I'm glad to see a section on digital media criticism. I think it will be quite useful. Janet Murray

http://www.lcc.gatech.edu/~murray/ Here is Dr. Murray's faculty page at Georgia Tech.

From Lev Manovich's introduction to ''The New Media Reader'', "New Media from Borges to HTML":

What is New Media? Eight Propositions

New Media versus Cyberculture: "cyberculture does not directly deal with new cultural objects enabled by network communication technologies. The study of these objects is the domain of new media."
New Media as a Computer Technology Used as a Distribution Platform: "new media are the cultural objects which use digital computer technology for distribution and exhibition."
New Media as Digital Data Controlled by Software: "all cultural objects that rely on digital representation and computer-based delivery do share a number of common qualities ...: numerical representation, modularity, automation, variability, and transcoding. I do not assume that any computer-based cultural object will necessarily be structured according to these principles today. Rather, these are tendencies of a culture undergoing computerization that gradually will manifest themselves more and more."
New Media as the Mix Between Existing Cultural Conventions and the Conventions of Software: "new media today can be understood as the mix between older cultural conventions for data representation, access, and manipulation of data and newer conventions of data representation, access, and manipulation. The 'old' data are representations of visual reality and human experience ... what we normally understand by 'culture.' The 'new' data is numerical data."
New Media as the Aesthetics that Accompanies the Early Stage of Every New Modern Media and Communication Technology: "aesthetic strategies for representing the real," as influenced by new digital technologies (e.g., Digital Video filmmaking that's no longer limited to twenty-minutes-at-a-time film canisters).
New Media as Faster Execution of Algorithms Previously Executed Manually or through Other Technologies: "a new way [of thinking] about both digital computing, in general, and new media in particular ... a massive speed-up of various manual techniques that all have already existed.... The basic point of dialectics is that a substantial change in quantity (i.e., in speed of execution in this case) leads to the emergence of qualitatively new phenomena."
New Media as the Encoding of Modernist Avant-Garde; New Media as Metamedia: "The old media avant-garde of the 1920s came up with new forms, new ways to represent reality and new ways to see the world. The new media avant-garde is about new ways of accessing and manipulating information. Its techniques are hypermedia, databases, search engines, data mining, image processing, visualization, and simulation.... What I would like to str5ess (and what I think the original theorists of post-modernism in the 1980s have not stressed enough) is the key role played by the material factors in the shift towards postmodernist aesthetics: the accumulation of huge media assets and the arrival of new electronic and digital tools which made it very easy to access and re-work these assets."
New Media as Parallel Articulation of Similar Ideas in Post WWII Art and Modern Computing: "it would be logical if parallels between the Baroque and new media can also be established. It can also be argued that in many ways new media returns us to a pre-modernist cultural logic of the eighteenth century: consider, for instance, the parallel between eighteenth-century communities of readers who were also all writers and participants in Internet newsgroups and mailing lists who are also both readers and writers."

http://en.wikipedia.org/wiki/Lev_Manovich Here is the Wikipedia entry on Dr. Manovich.
http://www.manovich.net/ Here is Dr. Manovich's website.

Two Goals: Knowing and Making

From the editors' preface:

Understanding new media is almost impossible for those who aren't actively involved in the experience of new media; for deep understanding, actually creating new media projects is essential to grasping their workings and poetics. The ideas described in these selections can open important new creative areas for beginners and professionals alike.

A Sampling of New Media Studies programs

SYLLABUS (beta)

Primary print text: ''The New Media Reader'' (MIT Press, 2003).

NB: If you have a laptop, please bring it to each class meeting. If you do not have a laptop, see me and I will make other arrangements for you.

8/25/09 Introduction: Web 2.0 orientation and challenge. MOAD, Wesch, Robbie Dingo, Millicomputing.
Blogs at http://courseblogs.gardnercampbell.net. Social bookmarking at http://www.delicious.com, Twitter (locked or unlocked) at www.twitter.com.

8/27/09 Course and Web 2.0 orientation II

9/1/09 READ: Preface; Two Introductions (3-28)

9/3/09 READ: Bush, "As We May Think."

9/8/09 READ: Licklider, "Man-Computer Symbiosis."

9/10/09 READ: Engelbart, from "Augmenting Human Intellect: A Conceptual Framework." CLASS PROJECT: Learning Objectives for FYS 1399 H7 F09

9/15/09 VIEW (ahead of class): Engelbart et al., "1968 Demo" (CD-ROM in text). Continue discussion of Engelbart essay.

9/17/09 READ: Engelbart/English, "A Research Center for Augmenting Human Intellect."

9/22/09 READ: Nelson, from "Computer Lib / Dream Machines." Seminar Presenter:

9/24/09 Continue discussion of Nelson

9/29/09 READ: Kay/Goldberg, "Personal Dynamic Media." Seminar Presenter: TJ

CONFERENCES--CLICK HERE TO SIGN UP

10/1/09 PROJECT DISCUSSION DAY: Please review class learning objectives and be prepared to discuss our progress and offer ideas for moving forward. Introduction to Second Life.

10/6/09 READ: McCloud, "Time Frames." Seminar Presenter: Adaobi

10/8/09 Continue discussion of McCloud. More Second Life orientation.

10/13/09 READ: Viola, "Will There Be Condominiums in Data Space?" Seminar presenter: Lauren

10/15/09 READ: Laurel: "The Six Elements and the Causal Relations Among Them" and "Star Raiders: Dramatic Interaction in a Small World" Seminar Presenter: Eric

10/20/09 Project workday

10/22/09 READ: McLuhan, selections from "The Gutenberg Galaxy" and "The Medium is the Message." Class will be held in Second Life.

10/27/09 READ: Continue discussion of McLuhan. Seminar Presenter: Ariadne

10/27/09-10/29/09: New Media Consortium "Symposium for the Future" (held in Second Life) You'll find registration details here.

10/29/09 READ: Chapter 6, "Learning Webs," from Ivan Illich's 'Deschooling Society' (online at http://www.preservenet.com/theory/Illich/Deschooling/chap6.html).

11/3/09 READ: Papert, "Mindstorms." Seminar Presenter: Alexis

11/5/09 Project workday 2

11/10/09 READ:Morningstar and Farmer, "The Lessons of Lucasfilm's Habitat." Seminar Presenter: Allyson

11/12/09 READ: Simak, "Immigrant" (to discuss in class). Seminar Presenter: Arpit

11/17/09 READ: Turkel, "Video Games and Computer Holding Power." Seminar Presenter: Trevor

11/19/09 READ: Berners-Lee et al., "The World Wide Web"
Class will meet in Second Life.

Final Projects NMS F09

11/24/09 READ: Papert, "Mindstorms." Seminar Presenter: Alexis
Final projects presentation 1 (TJ, Trevor)

12/1/09 Final projects presentation 2
Allyson Hill
Adaobi Ekweani
Alexis Tracy
Ariadne Aberin

12/3/09 Final projects presentation 3
Eric Cavazos
Arpit Desai
Lauren Buon...

12/11/09 FINAL EXAM (2-4 p.m.)

Requirements

* One substantive blog post per class meeting, faithfully.
* One substantive comment on a classmate's blog per class meeting, faithfully.
* Frequent, substantive contributions to class wiki.
* Robust participation in del.icio.us.
* Robust participation in class discussions, informed by faithful, careful work with assigned readings.
* Robust participation in Twitter commentary.
* Seminar presentation.
* Final project (accompanied by a written component, including a self-evaluation).
* Final project presentation.
* Final exam.

Weighting:

Blogs, comments, robust participation in class and online activities as above: 30%
Final project, including written component and presentation: 35%
Final exam: 20%
Seminar presentation 15%

CLASS TAGS

Delicious and blogs:
baylor_nms_f09

Shortened tag for Twitter:
#nmsf09

12_3_09

gcampbel — Thu, 12 Nov 2009 10:10:20 CST

There is no abstract available for this page revision.

11_24_09

gcampbel — Thu, 12 Nov 2009 10:06:19 CST

Alexis presents on Seymour Papert

Final Project Presentations:

TJ Hales

Trevor Kiley

11_19_09

gcampbel — Thu, 12 Nov 2009 10:04:25 CST

Tim Berners-Lee, "The World Wide Web"
Class will meet in Second Life.

11_17_09

gcampbel — Thu, 12 Nov 2009 10:02:20 CST

There is no abstract available for this page revision.