Posts Tagged ‘pedagogy’

Weekly #EdTech Roundup: It’s all about the collaboration

March 1st, 2011

In this week’s roundup I focus on the idea of collaboration, since there seemed to be a number of intriguing posts on the Edublogs…

Mashable brings us a really excellent and thorough post about Facebook’s Growing Role in Social Journalism. The article considers how major news sources, such as NPR, have begun using to solicit sources for timely stories and the role the network has played in the recent events in Egypt and Libya.Stop, Collaborate and Listenphoto © 2008 Mark | more info (via: Wylio)

Wired Campus reports on an novel idea — the Embedded Librarian. A reference librarian worked directly with a college class during their meeting hours to interact via Twitter. She was able to follow the class discussion, answer questions, and respond with useful links. Though the collaboration was ultimately very time-intensive it serves as a great example of how we can make better use of librarians and bring them in at the very beginning of students’ research processes, rather than half-way through. This could be especially important since a recent study shows that “87% of students believe online libraries and databases have had the most significant impact on their overall learning.

Two interesting posts bring up one common question: how much structure is too much structure? TeachPaperless blogger John T. Spencer considers this while watching his son color in a coloring book vs. drawing his own monsters. Using this experience he reflects on the use of graphic organizers and technology in his class and the extent to which they urge deeper thinking. Similarly, though at a larger scale, Jim Shimabukuro laments the restrictiveness of LMSs (Learning Management Systems) in terms of stifling instructor and student creativity and documents his history of blending LMS with other open-web resources.

And in other news, NspireD2 announces there’s now a Free Wikispaces upgrade for higher ed and Skype launches a beta version of it’s Skype in the Classroom, designed to allow classes from around the world to find other classes that would like to engage with them via Skype.

CUNY IT Conference Day 2

December 16th, 2010

Like Sarah Morgano, I was super happy to attend the CUNY IT Conference Day 2 on my home turf as well! The day was even more focused on pedagogy and it was distressing that there were many concurrent sessions that I wanted to attend but could not. But here’s the lowdown on the sessions I was lucky enough to catch. In a rush? Scroll down to my take-home points to get the nutshell version. 🙂

Authorial Implications of Collaborative Online Learning

Matthew Gold, Claire Fontaine, Daniel Reshef, Jean Darcy, Joan Dupre, Sara Ruth Jacobs

Daniel Reshef kicked off the panel by showcasing some tools for online collaboration. One of the tools was the simple Typewith.me which is similar to a google-document but extra awesome because it allows one to playback the entire creation of the document. This would provide immense opportunities for reflecting on both the process of writing and collaboration.
Walt Whitman - por Mathew Brady (algo entre 1855 e 1865)photo © 2009 Marcelo Noah | more info (via: Wylio)
Matt Gold and Claire Fontaine chronicled their work on the impressive Looking For Whitman project. Matt began by stating an obvious but often overlooked observation: in this day there’s no reason to limit our collaboration to the classroom or even institution; with online technology we can collaborate with students around the world. Exemplifying what he called “networked aggregated learning” the LFW project brought four very different institutions together around the life and locations of Walt Whitman. This emphasis of “learning in place” was particularly valued by Claire, who conducted research on the process and student reactions to the project. Though a challenge of the project was the different content that students were engaging with at different institutions, a strength of the project was the connection students felt to Whitman by focusing on their connections to the places he lived and worked. This connection to place was especially valuable to NYCCT students who were able to do archival research on Whitman’s life in NYC and were thus positioned as experts on this topic.

Jean Darcy and Joan Dupre presented on their work with ePortfolios and digital storytelling. Jean’s presentation certainly took a different turn from the normal technology presentations as she explained how she was influenced by John Dewey’s “Art and Experience.” This text is also one of my faves, so my ears perked up quite a bit. She outlined an 8 step “symphonic reflections” that warrants its own blog post (at least). Luckily, her slides are available on the AEBEEL site so you can get the full picture.

The session ended with a good discussion involving Steve Brier who pointed out that all of the projects have an underlying pedagogical goal of making students active learners and that we can’t be dazzled by the technology to the extent that we lose the underlying pedagogy. This speaks 100% to our aims at the TE(a)CH project so it was especially nice to hear. Jean concurred, noting that the underlying theory is to begin with the “authentic experience” of the students and to witness how the professional community uses technology to grow from that point.

Keynote

Virginia Heffernan was great. Her keynote was particularly engaging in that it considered our cultural and psychological connections to technology, our fear or embracing of the future and nostalgia for the past. Proclaiming the death of analog she asked the audience to not mourn what has been lost but to actively engage what the future can hold. Seeing as how my partner is in publishing, I cringed a little when she said that “eReaders are qualitatively better than books” — but she did follow that up with comments about how vinyl sales where the highest in history this year and that we still have radio. So I was slightly comforted.

Building Communities on the CUNY Academic Commons

Stephen Brier, Charlie Edwards, Brian Foote, Matthew Gold, Boone Gorges, Carl Grindley, George Otte, Daniel Phelps and Michael Smith

Personally, it was great for me to put some faces to the names of folks I’ve been interacting with on the Commons for the past few weeks. The room was filled for this session, with many of the audience members already members of the Commons. Matt Gold began by outlining the main goal of the Commons, to build connections across CUNYs campuses and to make visible the fabric of the intellectual life of the university.

Michael Smith and Daniel Phelps showcased York’s page for their Communications Technology Program. The Commons provided a way for them to showcase student work in a way that the standard College’s website hindered. What I found particularly useful was how they were able to use the Commons WordPress platform as a content management system (CMS). This is something I have done personally but that we’re trying to do at BCC as well. So it was helpful to see how a program had made a very impressive site from the flexible platform of the Commons.

Charlie Edwards showed the Commons Digital Humanities Initiative presence, highlighting the different ways they have used the group, wiki and blog features to accomplish different aims. Integrating third-party applications like Twitter, the CUNY DHI page has gained recognition in the field as a “hotspot” for DH work.

Matt then introduced the two Commons Community Facilitators, Brian Foote and Sarah Morgano, by explaining that the Commons “actively rejects the service model of IT.” Rather, they feel members who are actively involved in using, building and troubleshooting the Commons will develop a stronger community. Brian provides weekly “meta-blogging” in a round-up highlighting blog posts across the Commons which are helpful for getting a sense of the work taking place on the site.

Boone picked up on the idea of openness by explaining the fundamental differences between open-source and close-sourced software. The Commons mirrors an open source relationship and has overlap of users, support and developers. Closed-source tends to divide users from support and development and place a paywall in between. He explained the symbiotic relationship of open-source relationships by showing how many of the Commons plug-ins have had success outside the Commons in the larger WordPress community.

Steve and George closed out the presentation by outlining some of the history of the Commons development. The ultimate goal, as explained by George Otte, is to have a “generative” environment but that “generativity does not happen without openness.”

Open It Up: The Prospect of a CUNY-wide Online Student Publishing Platform

Luke Waltzer, Mikhail Gershovich, Matthew Gold, Boone Gorges and Joe Ugoretz

Open Access (storefront)After a much needed break (a lot to process!) I attended this session that was much more of a brainstorming/working meeting to discuss what a blogging platform might look like across the entire University. Participants were broken up into the following groups based on their interest/expertise/whim: support, curriculum and pedagogy, and technical/development. Our discussion began with Joe Ugoretz  wanting to make open and public publishing of student work a live question. Referencing his recent blog post, we talked through some of the advantages and disadvantages of open publishing, and the need to keep this an open conversation among faculty and students rather than a fixed decision.

We also discussed logistical matters. For example, how would we “discover” student content across campus-wide platforms that might have thousands of users? Could there be a “marketplace” where instructors could find other instructors to collaborate with around similar topics?

Two words that came up often were moderating and curating. Both actions are relevant to large-scale student publishing platforms but have potentially different consequences. Moderating connotes limiting, controlling and protecting. Curating connotes displaying, showcasing, and organizing. Both would be relevant to a student-publishing endeavor. Moreover, who controls each of these would be of particular concern to faculty members, who may avoid a platform moderated by administrators who may not be familiar with the context of the course or campus.

The discussion generated many questions and issues to consider. As a follow-up, there were talks of moving the discussion of ALL the breakout groups to a forum on the Commons, perhaps to the Open Education at CUNY Commons group.

Take Home Points:

  • typewith.me provides online document collaboration with playback ability
  • collaboration doesn’t have to be limited to just the classroom or institution, think outside the four walls!
  • add Virginia Heffernan to your RSSReader
  • If you’re not on the Commons, join. If you are, think of how you could get more involved and encourage others. And if you need help, the community facilitators are there for you.

What a Wonderful World it Would Be: Open Textbooks at Bronx CC

December 16th, 2010

Think of it: students can lower their debt, enhance their chances for success, take more classes, and graduate sooner.

Teachers can have more engaged students, better passing rates, and more flexibility with the course materials.

Let’s throw in the bonus of helping to save the planet.

I am not describing the future. This is now.

How can we accomplish all this? It’s easy. We offer every student at CUNY free textbooks. At the CUNY IT Conference on December 3rd, I presented on the topic of open textbooks to a standing room only crowd with about a dozen people forced to stand in the hallway trying to catch some of what was said.

As we all know, the exorbitant cost of college textbooks is crippling CUNY’s mission to bring higher education to striving New York City students. Students at CUNY community colleges spend, on average, $1,000 per year on textbooks—an amount equal to 34% of their tuition. Faced with such costs, many students reduce their course loads, slowing their progress toward their degrees, and—too often—leading them to drop out. Some 50% of students enrolled in classes try to get by without purchasing the costly textbooks, here again lowering their chances for success. Community colleges, both here in New York and across the country, see the results in distressingly low completion rates.

We can expect no help from the profit-driven textbook industry. In seven years textbook prices rose 186%–double the rate of inflation.

But, we don’t need their help.

Here are just two examples of how we can work without a bookstore.

Introduction to Economic Analysis is being used at Harvard, NYU, Caltech, and I can’t tell you how many other colleges and universities. It was written by R. Preston McAfee, recently of Caltech, who has held four endowed chairs in economics. This book is available to students, online . . . FREE. (A printed copy will cost students $15.20)

Collaborative Statistics written Barbara Illowsky & Susan Dean, used at Emory, Virginia Tech, SUNY Purchase, and elsewhere is also online free.

Today there are thousands of these textbooks, in virtually every subject area, written by eminent scholars, professionally edited, widely reviewed, and available to students online at no cost. These Open Educational Resources (OER) offer a real, lasting solution to the textbook problem CUNY has recognized and grappled with.

Open Educational Resources offer not an acceptable substitute for traditional textbooks, but texts that are actually superior in important ways.

First, they are easy to use. Students can read the text in various formats. Highlight and make notes. Print a page they want, several pages–the entire book, if they wish. Convenient text features include vocabulary words that automatically link to their definitions, so students don’t have to thumb through a glossary in the back of the book. There are even adaptive features for students with disabilities.

Second, these textbooks open a new world of flexibility for teachers. Instructors can choose the best chapters from different texts—why not since they all are free? Until now teachers have often passed up valuable materials, because they couldn’t justify having students buy a whole book when they’re only going to use a small portion of it.

Teachers can also modify the contents of open texts. Change parts, add related materials from elsewhere. Revise text to emphasize particular points, make it more accessible or relevant to their students’ experiences.

We need to expand this effort here at CUNY. And then we need to move from generating support for the concept—which is easy—to the difficult work of implementation. Adopting new textbooks is a major undertaking. Researching the books themselves is very time-consuming: as I mentioned, there are thousands. The ability to combine and/or modify the books complicates the process further. If books are to be adopted department-wide, a committee must do the work together; consensus must be built.

Funding is needed to enable faculty to take on this work. Importantly, this funding, unlike annual funds to abate textbook costs, is temporary. Once free textbooks are adopted, they’re free—for one class of students after another. And once teachers discover what they can do with open resources, I cannot imagine their ever going back.

I am seeking funding from the NYC Council to whom I spoke as part of the CUNY contingent on 11/29, and also from CUNY to implement a pilot program at Bronx CC.

I close with the words of Thomas Jefferson, words I have read in three different publications in just the last week: “The field of knowledge is the common property of mankind.” That vision—which is the vision that inspirits the City University of New York—is today, as never before in history, a living reality. Today, NYC students, for whom textbooks costs have been a crushing burden, can start using world class textbooks—for FREE.

What a wonderful world it can be.

Podcasting Program

November 15th, 2010

Welcome to the Podcasting Program  

https://podcasting.commons.gc.cuny.edu/ (We moved here !)             

Here you will find resources for faculty and staff interested in creating screencasts, audio and video podcasts for educational purposes. In addition, you will find  information on how to create podcasts, what programs to use, and examples on how to use it effectively in the classroom.

Throughout the year, OIT organizes two types of workshops: workshops concerning the technical aspects of podcasting, which offer hands-on learning on how to make audio and video podcasting; and workshops that focus on providing pedagogical support for podcasting integration into the online environment. 

For information regarding podcasting workshops please contact Albert Robinson, Instructional Technology Coordinator, email: albert.robinson@bcc.cuny.edu

For information regarding the pedagogy of podcasting please contact: Giulia Guarnieri, Podcasting Program, email: giulia.guarnieri@bcc.cuny.edu

You can find a complete list of all the workshops offered by the Office of Instructional Technology’s (OIT) by looking at the workshop calendar

The OIT currently promotes and supports: Instructor created podcasts and student created podcasts.

 For educational purposes a podcast is best used for:  Tutor a student, summarize a lesson, practice pronunciation & diction, evaluate music/art exam, create “additional listening”, offer support for disabled students, make oral bullet points, set up RSS Feed, assessment

Podcasting benefits for students: easy accessibility: 24/7, information is received  by subscribing to an RSS feed, self-evaluation of work, shortens the study time, increased interaction with teacher, supplement to class notes.

 

 

 

 

 

© G. Guarnieri

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