The prompt was to think of one word that sums up the "problems" with teaching composition. We discussed ideas about how to use this method, primarly first day of class stuff:
They were surprised that everyone wasn't sitting at the Assessment table. Discussed the difficulty of balancing academic freedom with consisty that is required to impliment programatic assessment.
Clarity of thought and construction of that thought in discourse.
With the shift to a consumer culture students are customers that expect a certain outcome once they've paid tuition. They expect high results (A or B) with minimal requirements. A sense of entitlement. Also, we are just a field that has accessive amounts of grading and that is problematic.
THE REBEL TABLE Terms folks had included: perception, apathy, engagement, motivation Discussed the problem with the negative images the culture at large has of "writing", including the images held be administrators and colleagues. Shelley made a quick gallery "images of writing" from CC images in Flickr.
"Critical Thinking" is a contested term because for students "critical" equates to "criticize" and for faculty equates to "challenge." They also discussed the "culture of opinion" where "it's my opinion therefore 'ok'" They wanted to streamline to just "thinking."
The table wasn't very active. :-(
We talked about students needing to better focus their research questions and using required conferences (using Google Voice) to help them focus. We also talked about research problems being about students not willing to engage multiple perspectives and/or move beyond the one "golden" resource they find.
This word cloud image was made using Wordle, screen captured using Jing, pushed to Flickr to use Picnik as a quick photo editor/cropper. The image resides at Flickr.
I asked Scott to post his detailed to presentation to SlideShare...he did!
Easy Interaction w/other Programs
Limited, "it's a mule"
Some of these are from Tammy, others added by Shelley
Google Docs in Plain English Video
Google For Educators, Google Docs for Educators
Google at MCCCD
When you invite, be sure to distinguish between "edit" and "view" modes
When editing, if you notice it is getting slow, it freezes up when writing at same time...pause and take a breath (up to 10 people at once)
You can't mess it up!!!
Make sure your students have a way of putting class they are in (document naming strategy)
GradeMark, Rubrics, easy to mark and make own repeated comments, keep track of all documents, connected w/TurnItIn, identify patterns of error
eBook, highlight, comment
better peer reviews
everything housed in one area, Learning Management System (LMS), Portfolio, Exercises
Pew's Millennial Quiz
Web-based, Accessible, Non-hierarchical
Digital, Words, pictures, and sound are all information
He is giving a lesson on all the functionality of wikipedia to demonstrate it is not only fluff.
Hopes, links to resources/bibliography mining
Fears, incorrect info, make everyone an expert
A radically process world
Knowledge is fluid
Authority is contextual
From edit, then publish, to publish, then edit.
Lessons for the Writing Class, focus on what endures: the rhetorical context, importance of context & purpose, Game theory
Writing Means, social status, fun, self expression
Pew 2007 Teen & Media Report, 39% share their artistic creations online, 33% works on webpages or blogs for others, 28% have their own blogs, 26% remix content
The Democratization of Online Social Networks (Pew, 2009), 79% of adults use the internet, 46% adults use social networking, 65% of teens use social networking
1. Creative Use of Language, -doesn't have to be wildly poetic -we're not using manufactured, pre-fab language -develop voice, speak like a human -don't overuse jargon
2. Based around an authentic question writer has about the material
3. Relies on Creative Use of form/structure, -structure is liberating in some ways because there's not chaos -limits is it doesn't let you explore certain topics -if it's just handed out, then forget it -we want forms that are organic & have a life of their own -correspond to the world we experience -Narratives are easy to structure, but some people don't understand how they are relevant to their writing learning. -Even with personal experience, what is it about this writing that makes it important? -There has to be something about that story that you don't get. -Themes will emerge from that question; try to answer that question through the writing of the narrative