tag:blogger.com,1999:blog-67259709390885289432024-03-05T08:02:46.075-06:00J 902: Graduate Teaching Colloquium<a href="http://www.wisc.edu/">UW-Madison</a> <a href="http://www.journalism.wisc.edu">School of Journalism and Mass Communication</a> • <a href="http://gdowney.wordpress.com">Professor Greg Downey</a>Greg Downeyhttp://www.blogger.com/profile/09154543464555817869noreply@blogger.comBlogger30125tag:blogger.com,1999:blog-6725970939088528943.post-87001521704111882982014-05-21T23:48:00.000-05:002014-05-21T23:48:04.928-05:00No laptop policy as an educational innovation<div class="p1">
While many of educational innovations focus on incorporating variety of new media in learning environment for good reasons (e.g., flexible management of distance and time in one’s learning ; <a href="http://continuingstudies.wisc.edu/univ-access/flexible.htm">flexible learning</a> , incorporation of supplemental learning tools for enhancement students’ learning; <a href="http://www.doit.wisc.edu/news/blended-learning-adding-value-to-brick-and-mortar/">blended learning</a>), no laptop policy, implemented throughout 2012-2013 under professor Shawnika Hull and Chris Wells’ instruction, seemed to have brought positive effect in learning and teaching for students and instructors, when it comes to a traditional, large-lecture setting with discussion sections, a learning environment which many courses at UW and other institutions are still in. </div>
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<span class="s1"><span class="Apple-tab-span"> </span>Although situated in a different context of one-on-one writing session, the <a href="http://writing.wisc.edu/blog/?p=4462">article written by Leah Misemer</a> on her experience as a TA coordinator of the Online Writing Center at UW-Madison, illustrates some of the anxieties the author had during her appointments when working with students who work on a laptop. Working on a draft on a laptop together, the author says, creates a “power imbalance” between the student and TA; students are compelled to make immediate and micro-level changes to portions of their writing laid in front of their screens and passively type the TA’s comments on their laptops. While the major reason behind the implementation of no laptop policies seems to be high level of distraction (e.g., using laptops for other purposes than the lecture), the policy seemed to have a bigger effect as described by Misemer in her article, even in lecture-hall settings, discussion sections, and not to mention, one-on-one appointments with students. </span></div>
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<span class="s1"><span class="Apple-tab-span"> </span>The ‘power imbalance’ seemed to be present during lectures; students taking notes on the laptops seemed compelled to type every word spoken or written by the professor while those with a note pad did not seem to be writing as much. This seemed to be more pronounced in undergraduate lectures where there are relatively more morsels of information conveyed and thought to be mechanically taken in compared to graduate seminars, which further contributes to the ‘power imbalance’ between the professor and students. Students seemed more compelled to feel they need to get all the pieces information down, rather than digesting, critically interpreting, or making sense of them as they take part in (mostly unidirectional, but) a good lecture on the topic at hand. Also, <a href="http://writing.wisc.edu/blog/?p=2803">an article by Reeder</a> (TA assistant director of the Writing Center of UW-Madison) describes the power of visualization; nothing fancier than her ‘inscrutable Venn diagrams, circled and re-circled symbols’ on the back of her blue sheet. The author highlights how valuable visual way of thinking and learning can be, all of which can be done better with a pen and a notepad. This also implies how students in lectures could be taking more active stance in making sense of the material being conveyed during a lecture. While those without laptops may be as passively listening or doing as many things unrelated to the course as those with laptops, taking part in J201 with and without the policy led me to give a second-thought on merits of allowing laptops for students. </span></div>
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<span class="s1"><span class="Apple-tab-span"> </span>Laptops in discussion sections had more visible effect than in lectures obviously. Discussion leaders using laptops during a discussion were more frequently asked to rephrase their questions by their peers than those without, made less eye-contact, follow-up and re-questions, and acknowledgements and comments on their peers’ opinions. And my personal experience in one-on-one appointment with students with laptops were pretty much in line with Misemer’s experience.</span></div>
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<span class="s1"><span class="Apple-tab-span"> </span>No laptop policy, which first came to me as just another small class rule, loomed as something more than that, ‘specially in media-entrenched class environments. And in the course where new media is one of the biggest topics of course, no laptop policy made more sense as it would be a ‘new media experience’ for students of younger generation.</span></div>
Anonymoushttp://www.blogger.com/profile/11698024097811852800noreply@blogger.com0tag:blogger.com,1999:blog-6725970939088528943.post-57469349646297434232014-05-21T23:43:00.002-05:002014-05-21T23:43:37.094-05:00Syllabi Comparison<div class="p1">
<span class="s1">With my major research interest grounded in political communication, I chose three different political communication courses for the syllabus comparison; two offered in SJMC and Political Science Department at University of Wisconsin-Madison and one from Korea University. Although the first two courses are cross-listed between SJMC and Political Science Department, comparing how two different disciplines could shape the same course differently seemed intriguing.</span></div>
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<span class="s1"><a href="http://www.journalism.wisc.edu/~dshah/J829s11.pdf">J829 Political Communication (UW-Madison, SJMC)</a></span></div>
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<span class="s1"><a href="http://dept.polisci.wisc.edu/syllabi/1122/PS%20829%20Political%20Communication.pdf">PS829 Political Communication (UW-Madison, Political Science Department)</a></span></div>
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<span class="s1"><a href="http://sugang.korea.ac.kr/index2.jsp">JMCO715 Political Communication (Korea University, Journalism and Mass Communication)</a> (*The reading list is in a separate file, please request if interested)</span></div>
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<span class="s1">While J829 set out from the description that the course will focus on socio-psychological approach to media consumption and its effect on and relationship with individual’s psychologies, PS829 addresses it takes an expansive definition of political communication to emphasize topics as political conversation and deliberation, as well as those related to mass media. JMCO715 seems similar to J829 in that it also sets out to review the relationships among the media, democracy, and citizenship, putting relatively stronger emphasis on mass media and individuals’ psychologies.</span></div>
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<span class="s1">Course Topics </span></div>
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<span class="s1">Looking at how weekly course topics were organized, there were interesting differences between the three courses. While sharing some of the basic concepts and theories in the field (e.g., framing, agenda-setting, priming effects of mass media on political attitudes or social evaluations, relationship between news and political knowledge, cues in news), the most apparent difference was in that many more weeks were devoted to the topic of interpersonal and inter-group political communication (or conversation) and the theory of deliberation in PS829 than J829 and JMCO715. In dealing with this topic, PS 829 also began with the concept of public sphere and deliberation (Jurgen Habermas), which was missing in other two courses. </span></div>
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<span class="s1"><span class="Apple-tab-span"> </span>The second biggest difference was how PS 829 did not have any topics regarding possible effects of new media (internet or journalism 2.0) on political attitude and knowledge formation. </span></div>
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<span class="s1"><span class="Apple-tab-span"> </span>These differences were somewhat expected, since political communication course offered in journalism, mass communication, or media studies disciplines, would be putting relatively more emphasis on how political communication may differ in relation to different types of media and their contents, while political science’s focus would be on questions regarding politics and communication in general.</span></div>
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<span class="s1">Course readings were pretty similar across all courses, ‘specially for classic concerns which both political scientists and scholars from communication field have long been grappling with (e.g., regarding media’s effect in formation of political knowledge, media effects on political judgement such as priming, framing, agenda-setting). However, the major difference was in how PS 829’s readings included more classic readings that introduces the conception of theories and points of larger debate from critical perspectives (e.g., Calhoun (1992)’s Introduction: Habermas and the Public Sphere, Sanders (1997)’s Against Deliberation), JMCO715 and J829 readings include more of recent empirical studies that seems to engage in debates in more micro and individual-level (e.g., Mutz (2006)’s hearing the other side, Huckfeld et al (1995)’s Political environments, cohesive social groups and the communication of public opinion). </span></div>
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Anonymoushttp://www.blogger.com/profile/11698024097811852800noreply@blogger.com0tag:blogger.com,1999:blog-6725970939088528943.post-38506566080011985132014-05-16T20:43:00.004-05:002014-05-16T20:43:56.737-05:00Syllabi Comparison -- Media and Minorities<!--[if gte mso 9]><xml>
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<div class="MsoNormal">
<span style="font-family: inherit;">Given my interest in teaching and research on race and
ethnicity, I decided to compare syllabi for courses that are related to the
study of media and minorities. Although I found a number of courses on the
topic, I narrowed it down to three. They are all upper level undergraduate
courses at different U.S. universities, including the University of
Wisconsin-Madison (UW-Madison), University of Illinois at Urbana-Champaign
(UIUC), and University of South Carolina (USC). Links to the syllabi are below:<o:p></o:p></span></div>
<div class="MsoNormal">
<span style="font-family: inherit;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: inherit;">1) J662: Mass Media and Minorities (UW-Madison), Spring 2014 (Please contact for copy of syllabus.)</span><br />
<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhZGmSNXs21opG421W7uDD9WwN19WWmdXWfIKdrCYkGZUA6cM5XXjL0Q1cgUryep652RP4DShTBmq16iorhKcIAKFMazmQAXESF2ETztozx6BjrWQf9WSrk0bx2hFSY4lQOWSUqSQEP-7g/s1600/J662.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: inherit;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhZGmSNXs21opG421W7uDD9WwN19WWmdXWfIKdrCYkGZUA6cM5XXjL0Q1cgUryep652RP4DShTBmq16iorhKcIAKFMazmQAXESF2ETztozx6BjrWQf9WSrk0bx2hFSY4lQOWSUqSQEP-7g/s1600/J662.png" height="227" width="320" /></span></a></div>
<br /></div>
<div class="MsoNormal">
<span style="font-family: inherit;">(2) <a href="http://www.sscnet.ucla.edu/comm/dixon/Site/Classes_files/429%20syllabus.pdf" target="_blank">Journalism 311: Race and the Mass Media (UIUC), Spring 2014</a></span></div>
<div class="MsoNormal">
<span style="font-family: inherit;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: inherit;">(3) <a href="http://jour.sc.edu/people/adfacstaff/--Sp2014syllabi/Campbell311.pdf" target="_blank">Communication 429: Minorities, Women and the Media (USC), Spring 2011</a></span><br />
<span style="font-family: inherit;"><br /></span>
<br />
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: inherit;">Learning Objectives<o:p></o:p></span></b></div>
<div class="MsoNormal">
<span style="font-family: inherit;">Each course asked students to engage with stereotypes in the
media so they could critically read mass media representations of minorities,
including women. They all emphasized the role the media plays in perpetuating
stereotypes and their potential effects.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: inherit;">However, Comm 429 at UIUC did not explicitly spell out
learning objectives. The course was designed to provide an overview of the
topic, whereas J662 at UW-Madison and Journ 311 at USC seemed to be geared
toward gaining historical context and allowing people to develop the skills to
critically analyze media based on communication theories and/or theories
related to race and ethnicity.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: inherit;">Reviewing these syllabi confirmed the importance of setting
out explicit learning goals at the beginning of the course so that students can
make connections to what they are reading/discussing, and the knowledge they
are amassing through this process.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: inherit;">Course Topics<o:p></o:p></span></b></div>
<div class="MsoNormal">
<span style="font-family: inherit;">Although all of the courses are grounded in some sort of
theory, the courses differed on how they conceptualized learning about mass
media and minorities. For instance, J662 and Journ 311 took the trajectory of
first establishing a theoretical foundation, then focusing on special topics
(e.g. specific minority groups and the media). On the other hand, Comm 429 was
more focused on the current social science literature on media content and
media effects in relation to minorities. Therefore, there was less of a focus
on theory in that particular course and more emphasis on topic-based knowledge.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: inherit;">However, the theory-based approach also had its differences:
J662 was mainly concerned with the theoretical basis and concepts related to
“race” and “ethnicity,” whereas Journ 311 focused on communication theories
(e.g. cultivation theory, agenda setting). J662 did the most to delve into the
actual conceptualization of race and difference, and why that matters to the
study of race in media. It provided a framework for understanding media in
context by drawing attention to the U.S. as a multicultural society.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: inherit;">Course Readings<o:p></o:p></span></b></div>
<div class="MsoNormal">
<span style="font-family: inherit;">The readings reflected the emphasis of each course. Each
syllabus had a fair share of popular media readings, but also included a
variety of journal articles, chapters from books, etc. Not many of the readings
overlapped, which is probably reflective of the different approaches each
course took in tackling the topic. Comm 429 focused on empirical research,
mainly journal articles that studied the content and effects of minority
representations. Journ 311’s reading list was mainly made up of popular media
that supplemented the two required books. The J662 reading list seemed to be
the most extensive, in terms of combining excerpts from books with some popular
media readings. The readings seemed to generally reflect the goals each syllabus
outlined for the class.<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<b style="mso-bidi-font-weight: normal;"><span style="font-family: inherit;">Course Assignments</span></b><br />
<span style="font-family: inherit;">All of the courses compared here used a combination of
exams, papers, and/or projects to assess student learning. The assignments
required students to critically engage with the material and often matched up
with their learning objectives. For example, the papers in Journ 311 asked
students to explicitly use mass communication theories. In J662, the writing
assignments asked students to engage critically with the concepts and
theorizations of race (e.g. white privilege, color-blind racism). Comm 429’s
main writing assignment asks students to critique a stereotyped media portrayal
and consider its effects. Therefore, each of the courses uses the assignments
to bolster the goals they have set forth for the course.</span></div>
<div class="MsoNormal">
<o:p></o:p></div>
</div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6725970939088528943.post-32475853898871370792014-05-16T14:16:00.001-05:002014-05-16T14:16:28.896-05:00Blended Learning<div class="MsoNormal">
<span style="font-family: inherit;">This summer, I
will serve as a teaching assistant for an online course offered through SJMC.
The course, J162: Mass Media in Multicultural America, is designed to provide
first or second year college students with a cultural and historical overview
of minority experiences in the United States, and allow them to investigate how
these minorities are portrayed in mainstream mass media. Students will be able
to take this course from anywhere in the world, as it is self-paced and wholly
online. Speaking with Dr. Hemant Shah about the online version of this course
has provided insight into some of its benefits for student learning, such as
the time for students to self-reflect on an important and often difficult
topic. In fact, Dr. Shah pointed out that student writing over the summer is
usually excellent and thoughtful.</span></div>
<div class="MsoNormal">
<span style="font-family: inherit;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: inherit;">In terms of teaching benefits, the
online course offers professors the opportunity to convert lecture notes into
readable e-text. Although the process of conversion can be onerous and
time-consuming, once it is completed, the text can then be used repeatedly with
minor tweaks. This is a great way to ensure that the knowledge amassed over the
years in the form of handwritten notes and personal musings is now legible to a
wider audience.</span></div>
<div class="MsoNormal">
<span style="font-family: inherit;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: inherit;">One of my own concerns for
e-learning is its self-paced nature. Remembering my own experiences as an
undergraduate, I know it is difficult to feel compelled to complete readings
when there are no designated class times and no need to prepare for in-person
discussions. Particularly when engaging with a potentially difficult topic such
as race, it seems that in-person interaction may provide important
opportunities for students to hear different perspectives that are humanized
because of face-to-face interactions. </span></div>
<div class="MsoNormal">
<span style="font-family: inherit;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: inherit;">That is why I am excited for the
blended learning, or hybrid, version of the course offered this coming fall.
The blended learning approach means the bulk of the course will be offered
online, but will be supplemented by several in-person sessions, including an
orientation session, office hours with the professor and TAs before papers are
due, and potentially, a final exam session. The fall course differs from the
summer, because all students will be present on UW-Madison’s campus. This
geographical proximity offers interesting teaching opportunities – meeting with
students one-on-one during office hours to grapple with difficult concepts and
the potential for students to meet with one another face-to-face, which means
online discussions could carry over to offline interactions. </span></div>
<div class="MsoNormal">
<span style="font-family: inherit;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: inherit;">Based on a cursory search for
blended learning at UW-Madison, the engineering school seems to embrace the
blended approach. This makes sense, because there is often a lot of hands-on
group work involved in engineering education. However, a similar approach in
the humanities and social sciences may provide students with the same kinds of
benefits: more opportunities for student engagement because it is easy to track
participation in online discussions. In addition, faculty engagement with the
course may also increase, as they have more time to read and reflect on
students’ writing. It seems that the blended learning approach provides
opportunities to enhance both teaching and learning. I look forward to engaging
with this approach in the fall! </span></div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6725970939088528943.post-72267630639372417662014-05-14T22:25:00.004-05:002014-05-14T22:25:51.785-05:00Flipped classroom<span style="letter-spacing: 0.0px;"><b>Teaching innovation: a flipped classroom model</b></span><br />
<span style="letter-spacing: 0.0px;"><br /></span><span style="letter-spacing: 0.0px;">PoliticalScience 553: Intro to Stat Computing, a course given by Professor Sellars that I took this semester, followed a flipped classroom model. Basically, this model inverts the traditional pedagogic order that goes from classroom to homework. Within the flipped classroom framework, course materials and assignments are sent to students days prior to class, so that they can learn on their own paces. In class, the teacher guide student discussions or collaborations, or answer questions. </span><span style="letter-spacing: 0.0px;">Since the course objective of PS553 is to familiarize students with the basics of statistical computing, application is the key, which means that students need to apply the methods to manipulate and analyze data. Such a course with a heavy emphasis on practice lends itself to the flipped classroom model. Professor Sellars tweaked this model a little bit to fit the course content. Course slides and problem sets were shared on Learn@UW two days in advance to class day. We worked on the problems after reading the slides. On the day we met, we continued playing around with the data to solve problems, and raised questions along the way. Professor Sellars would answer those questions on a one-on-one basis. </span><br />
<span style="letter-spacing: 0.0px;"><br /></span><span style="letter-spacing: 0.0px;">Never taking such a course before, I felt excited about it. I found it fulfilling to work out a problem on my own after reading the slides. Of course, obstacles arose, and sometimes it was frustrating being stuck on a problem that just wouldn’t be fixed. However, when Professor Sellars helped me to figure out the issue, the sense of relief was just as good. Another aspect of this model that I felt benefiting is that it stimulates more learning than the traditional teaching model. I usually found myself clicking on those supplemental links provided at the end of the slides, either out of curiosity or necessity. For example, when I couldn’t find out how to work out a problem based on the materials given, I would go to those links. Sometimes, I also searched for solutions on the Internet on my own.</span><br />
<span style="letter-spacing: 0.0px;"><br /></span><span style="letter-spacing: 0.0px;">However, in the second half of the semester when slides stopped coming in because the focus shifted to our own course project and all sorts of other assignments piled up and needed my time investment, the learning momentum screeched to a stop and I almost completely ignored this course. </span><br />
<span style="letter-spacing: 0.0px;"><br /></span><span style="letter-spacing: 0.0px;">After personally experiencing the flipped classroom setting, I think that the success of such a teaching model hinges on students’ own initiatives, as the center of the teaching switches from teacher to students. Therefore, it becomes critical to stimulate students’ interest and incentivize their self-learning. If they are not interested in the course content, it is hard for them to sit themselves down and study course materials on their own, let alone completing homework. Rewarding classroom interactions, where students and teacher exchange ideas, discuss and even debate the issues, could be one important incentive. If students, who enter the classroom with sufficient prerequisite knowledge and preparation, participate in class activities, showcase their learning outcomes, and get their problems solved, they will be further motivated to study and even yearn for more. As a result, a virtuous cycle is formed, immensely improving the learning outcomes. </span><br />
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<a href="http://4.bp.blogspot.com/-UE_No8zSV34/U3QzkSSxOUI/AAAAAAAABrE/FgWumK6Oxw8/s1600/Screen+Shot+2014-05-14+at+9.20.52+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="http://4.bp.blogspot.com/-UE_No8zSV34/U3QzkSSxOUI/AAAAAAAABrE/FgWumK6Oxw8/s1600/Screen+Shot+2014-05-14+at+9.20.52+PM.png" height="203" width="320" /></a></div>
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source: http://www.knewton.com/flipped-classroom/</div>
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Anonymoushttp://www.blogger.com/profile/08125252703809223294noreply@blogger.com0tag:blogger.com,1999:blog-6725970939088528943.post-21634217565619783732014-05-09T13:39:00.004-05:002014-05-09T13:39:48.543-05:00Thanks!Folks, thanks for your attendance and engagement this semester with our teaching colloquium. I hope our guests have helped you in your own process of rethinking your teaching strategies in the classroom (and your own learning strategies as well). Our educational mission is crucial to our existence as a public research university, so thank you for taking the time to help steward that mission. Best wishes for a safe and productive summer!Greg Downeyhttp://www.blogger.com/profile/09154543464555817869noreply@blogger.com0tag:blogger.com,1999:blog-6725970939088528943.post-75961061629228468422014-05-06T15:22:00.001-05:002014-05-06T15:22:09.511-05:00Syllabi Comparisons - Digital Democracy <div dir="ltr" style="text-align: left;" trbidi="on">
Inspired by Professor Young Mie Kim's course, Politics in the Age of Digital Media, I decided to look for courses that covered the broad topics of politics, democracy and digital media in some combination. I found several that seemed to fit and I chose five: <div>
<br /></div>
<div>
<u>Course Titles and Institutions</u></div>
<div>
(UW School of Journalism and Mass Communication) J880 Special Topics: Politics in the Age of Digital Media -- no online version. <span class="Apple-tab-span" style="white-space: pre;"> </span></div>
<div>
(U. Illinois-Chicago Department of Communication) <a href="http://tigger.uic.edu/~zizi/Site/Courses_files/DemInDigAgeSyllabus.pdf" target="_blank">COMM594 Adv. Special Topics: Democracy in a Digital Age</a></div>
<div>
(U. Florida Department of Journalism) <a href="http://www.macloo.com/syllabi/dem/docs/MMC6612SyllabusFall2010.pdf" target="_blank">MMC6612: New Media and a Democratic Society</a> - 2010</div>
<div>
(U. Florida Department of Journalism) <a href="http://mmc6612.wordpress.com/syllabus/" target="_blank">MMC6612: New Media and a Democratic Society</a> - 2013</div>
<div>
(Tufts University Fletcher School of Law and Diplomacy) <a href="http://irevolution.files.wordpress.com/2009/01/digital-democracy-syllabus-final.pdf" target="_blank">Digital Democracies in the 21sst Century: Internet and Mobile Phones in the Public Square</a></div>
<div>
<br /></div>
<div>
<u>When the Courses Were Offered</u></div>
<div>
I was fortunate to find syllabi for two different years for the course from U. Florida and I paid special attention to the differences between the first, taught in Fall 2010, and the second, taught in Fall 2013. The Tufts course is useful because it was taught much earlier than the others (2008) and seemed to be part of a non-traditional course program, offered by the Experimental College (which houses the media/ communication courses). Based on the types of assignments (no research paper or similar original work), it seems that the Florida and Tufts courses were offered to undergraduates, whereas the Wisconsin and Illinois-Chicago courses were each offered as graduate-level special topics courses in Spring 2014 and Fall 2010, respectively.</div>
<div>
<br /></div>
<div>
<u>Learning Objectives and Course Descriptions</u></div>
<div>
The 2010 Florida course promises to address "social networks" and "RFID chips and other surveillance technologies," whereas the newer course adjusted these to "social media" and dropped the specific reference to RFID chips and discussed general "surveillance technologies." Both of them mention blogging, YouTube, copyright, mobile Internet and crowdsourcing, however. The instructor wisely uses the phrase "newer communication technologies" rather than "new communication technologies," escaping the potential pitfalls when making a grand claim about an object's "newness." </div>
<div>
<br /></div>
<div>
The graduate courses (Wisconsin and UIC) promise to introduce various theories and methods that students can apply toward the study of digital technologies and democracy. The course at UIC uses the phrase "technological developments" rather than Wisconsin's "digital media" perhaps to point toward a course that is grounded in process rather than objects. Wisconsin's course makes special mention of the course contributing to "an understanding of the issues for the research community as well as the general public," while UIC uses the much more vague term of "practicing democracy." </div>
<div>
<br /></div>
<div>
The Tufts course seems to be constructed around the development of a social networking tool called YouthMap that the instructors expect will be used in "a variety of civic projects throughout Boston." </div>
<div>
<br /></div>
<div>
What we have with all five is a mixture of goals oriented around a case study, around the advancing and understanding academic knowledge, and around bringing the community into the conversation about changing forms and ideas of democracy. </div>
<div>
<br /></div>
<div>
<u>Course Readings</u></div>
<div>
The biggest change in the Florida syllabi is the current edition is guided by more case studies (Twitter, Wikileaks, Edward Snowden, Arab Spring) while the earlier version has broad concepts like hate speech, open vs. closed systems, social trust and civil society, and participatory media culture. </div>
<div>
<br /></div>
<div>
Tufts' course advertises topics like global democracy, media and democracy, digital democracy, digital activism, digital resistance, bloggers rights and, unique amongst all five courses, a week dedicated to human rights, "Human Rights 2.0 and Democracy." None of the topics, however, speak precisely to the course title's mention of mobile phones. </div>
<div>
<br /></div>
<div>
Wisconsin and UIC have some conceptual overlap, and major scholars in digital democracy literature like Bruce Bimber, Lance Bennett and Peter Dahlgren each make appearances on both, though the exact works are different. Both wrestle with the idea of the distinction between the public and the private, citizenship, and paradigms. The last topic for each course is a question, in Wisconsin's case it is "Transformation of Democracy?" with readings from Bimber's <i>Information and American Democracy</i>, and UIC asks "What is Democracy?" though the readings are not available on the syllabus. </div>
<div>
<br /></div>
<div>
Each syllabus followed the generic, useful layout and as such it was easy to determine similarities and differences across the courses. I have good models for how to write a syllabus and good ideas for topics to choose when I am able to design my own courses. </div>
</div>
Jordan Stalkerhttp://www.blogger.com/profile/03956947954014562790noreply@blogger.com0tag:blogger.com,1999:blog-6725970939088528943.post-47964979607185715212014-04-06T21:49:00.000-05:002014-04-06T21:49:00.511-05:00Syllabi comparison: Collection Management<div class="MsoNormal">
<span lang="EN-US">I chose three syllabi on the topic of Collection
Management, which is the course I will teach in this incoming summer semester.
The syllabi compared here are 1) <a href="http://ischool.umd.edu/sites/default/files/syllabi/LBSC708G-Spring2013-Choquette.docx" target="_blank">LBSC 708G Special Topics in InformationStudies:Collection Development</a> by Mary Edsall Choquette in Spring 2013, </span><span lang="EN-US">College
of Information Studies, Maryland’s iSchool</span><span lang="EN-US">; 2) <a href="http://ci.uky.edu/lis/sites/default/files/syllabi/lis659%20summer%202012.pdf" target="_blank">LIS 659:Collection Development</a></span><span lang="EN-US"> by Dennis Carrigan
(online class), in Summer 2012, School of Library & Information Science,
University of Kentucky; and 3) <a href="https://www.si.umich.edu/sites/default/files/SI620_syllabus_W14.pdf" target="_blank">SI 620: Collection Development and Management</a></span><span lang="EN-US"> by Karen Markey in
Winter 2014, School of Information, University of Michigan-Ann Arbor</span><span lang="EN-US">.
<o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">As one of the most important parts of a syllabus,</span><span lang="EN-US">
detailed <b>learning objectives</b> </span><span lang="EN-US">are provided </span><span lang="EN-US">in
the </span><span lang="EN-US">very </span><span lang="EN-US">beginning</span><span lang="EN-US"> of all</span><span lang="EN-US">
three syllabi.</span><span lang="EN-US"> Several</span><span lang="EN-US"> overlaps can be found across the
syllabi,</span><span lang="EN-US"> including: being familiar with the terminology/concept of
collection development;</span><span lang="EN-US"> </span><span lang="EN-US">developing skills to evaluate users’ needs/behaviors; and
understanding current challenges of collection management in libraries. Besides
the similarities, variations among these syllabi are also interesting. For
instance, both LBSC 708G and SI 620 list the skills to develop a collection
management policy as a learning objective; LBSC 708G requires the students to be
able to “explain the value and necessity of cooperative and collaborative
collection development” after the course; and SI 620 particularly addresses the
importance to understand how the collection development activities could vary
across different types of institutions. <o:p></o:p></span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span lang="EN-US">Due to the similarities existed in learning objectives, majority
of the <b>content/topics</b> covered by
these courses are overlapped. Specifically, all three courses are organized by
the life-cycle of collection management: selection, acquiring, evaluation,
preservation, and weeding. In addition, each of these courses also provide some
special topics that are not covered by other two courses: LBSC 708G also
includes topics on licenses and contracts; LIS 659 covers legal issues related
to collection management, such as copyright, ILL, and document delivery; and SI
620 contains topics on budgets and allocation. Further, both LBSC 708G and SI
620 invite multiple guest-speakers to the class, and most of them are experienced
librarians who have expertise on a particular area in collection management. No
guest speaker is mentioned in LIS 659, probably due to its online format. <o:p></o:p></span></div>
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<span lang="EN-US">For the <b>reading list</b> of
these courses, LBSC 708G and LIS 659 use the same textbook (but different
editions) and additional articles; while the syllabus of SI 620 does not
include information about the readings. The textbook mentioned here is <i><a href="http://www.amazon.com/Collection-Management-Library-Information-Science/dp/159884864X" target="_blank">Collection Management Basics</a></i></span><span lang="EN-US"> by G. Edward Evans
and Margaret Z. Saponaro. I also noticed that one of the recommended books (not
required one) in LBSC 708G is </span><i><span lang="EN-US"><a href="http://www.amazon.com/Fundamentals-Collection-Development-Management-Johnson/dp/0838909728/ref=sr_1_1?s=books&ie=UTF8&qid=1396834692&sr=1-1&keywords=Fundamentals+of+Collection+Development+and+Management" target="_blank">Fundamentalsof Collection Development and Management</a></span></i><span lang="EN-US"> by Peggy Johnson,
which is the textbook required by the Collection Management course in my
department here in SLIS. <o:p></o:p></span></div>
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<span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt;"> Another
interesting finding when comparing these three syllabi is about the <b>assignment design</b>.
LIS 659, as an introductory course, requires students to take mid-term and
final exams (in short-answer format), and submit an essay on the topic provided
by the instructor. Differently, LBSC 708G, as a seminar course, asks students
to complete the following assignments that are more practice-oriented in some way:
write critical analysis paper (3-5 pages) on one of the weekly readings and
lead the in-class discussions based on their papers; and work in groups to
create a Collection Development Portfolio, which is comprised of “</span><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt;">a series of documents that can become part of
a guide for collecting in a model agency</span><span lang="EN-US" style="font-family: 'Times New Roman', serif; font-size: 12pt;">”.</span>Anonymoushttp://www.blogger.com/profile/08069922075475280243noreply@blogger.com0tag:blogger.com,1999:blog-6725970939088528943.post-27080531401690155932014-03-31T13:58:00.000-05:002014-03-31T13:58:09.668-05:00Service Learning - Who Benefits?<div dir="ltr" style="text-align: left;" trbidi="on">
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<span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;">Service Learning<o:p></o:p></span></div>
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<span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;">To me, the concept of service learning is as intriguing as
it is ambiguous. My view of education – and research – is that all learning
ought to be of service not only to my immediate colleagues or even those who
are interested in the areas of my research. There needs to be something that
everyone can take away from the work that I produce as a scholar. <o:p></o:p></span></div>
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<span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"><br /></span></div>
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<span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;">Service learning, according to the UW’s own Office of
Service Learning and Community Based Research is “a class of courses using a
pedagogical model that integrates classroom learning with community
engagement.” The <a href="http://www.ls.wisc.edu/oslcbr-definition.html" target="_blank">full description is</a>:<o:p></o:p></span></div>
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<span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"><br /></span></div>
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<span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;">Service Learning (SL) is a class of
courses using a pedagogical model that integrates classroom learning with
community engagement. The classroom/community partnership provides structured
opportunities to apply academic theories, principles, and constructs to solve
real world problems, and enhances students’ analytical, creative, and problem
solving skills.<o:p></o:p></span></div>
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<span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"><br /></span></div>
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<span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;">There is something missing there: The promise of benefit to
the community. The question then might be, who is being served? The language of
the UW’s site makes it seem as though the primary beneficiary of service
learning projects – and theory – is and should be the students themselves. <o:p></o:p></span></div>
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<span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"><br /></span></div>
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<span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;">Another way to think about service learning is institutionally
supported volunteerism, as the Los Angeles County Office of Education <a href="http://www.lacoe.edu/Portals/0/Curriculum-Instruction/SLHistory_doc.pdf" target="_blank">seems to suggest</a>. As the paper argues, an appreciation of volunteerism is central to the notion of a democratic society. So it would follow that service learning would be essential to the mission of a globally minded institution of higher education like the UW. </span><o:p></o:p><br />
<span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"><br /></span>
<span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;">The J School's own Service Learning effort, <a href="http://www.savorsouthmadison.com/" target="_blank">Savor South Madison</a>, has done an admirable job of working with typically underserved or neglect members of the Madison community. It has also done something arguably more important: expose the generally homogenous student population to previously unknown communities. The result has been a richer understanding of what Madison is and what media and communications outreach can do to educate both groups. As their website states, their mission is to "promote ethnic food establishments and food-related events through the use of new communication technologies." </span><br />
<span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;"><br /></span>
<span class="Apple-style-span" style="font-family: Georgia, 'Times New Roman', serif;">Despite some questionable decisions, (such as naming their restaurant-hopping activity as a "taste race," and focusing exclusively on ethnic food rather than issues like health, education or governmental access), the Savor South Madison project seems like a good start for interested students to, in their own words, "create stronger ties within South Madison and bridge South Madison to other parts of the city, specifically UW-Madison." </span><br />
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Jordan Stalkerhttp://www.blogger.com/profile/03956947954014562790noreply@blogger.com0tag:blogger.com,1999:blog-6725970939088528943.post-24837521945537116342014-02-24T13:00:00.000-06:002014-02-26T12:02:04.066-06:00Comparing syllabi of introductory mass communication courses<span style="letter-spacing: 0px;"><span style="font-family: inherit;">To compare syllabi, I chose <a href="http://201.journalism.wisc.edu/schedule/">J201 Introduction to Mass Communication of UW-Madison</a>, <a href="http://journalism.indiana.edu/wp-content/uploads/wpMain_/file/Syllabi/J110syllabus-spring08.pdf">J110 Foundations of Journalism and Mass Communication of Indianan University</a>, and <a href="http://www.asc.upenn.edu/courses/comm130/Fall%2008/rl-Fall%2008.htm">C130 Mass Media and Society of University of Pennsylvania</a>. Although J201 is a three-credit course and J110 and C130 have two credits, all are the introductory mass communication courses at each school, devoting to helping students understand and critically think about media’s roles and activities in society.</span></span><br />
<div style="min-height: 14px;">
<span style="font-family: inherit;"><span style="letter-spacing: 0.0px;"></span><br /></span></div>
<span style="letter-spacing: 0.0px;"><span style="font-family: inherit;">Course organization</span></span><br />
<span style="letter-spacing: 0.0px;"><span style="font-family: inherit;"><br /></span></span>
<span style="letter-spacing: 0.0px;"><span style="font-family: inherit;">The three courses have drastically different organizations. J201 is organized around three broad yet distinct topics -- journalism, strategic communication and media effects. J110 is structured by six debates surrounding media, which are about either recurring themes, like profit vs public good, or the more recent developments, like the evolution or revolution of media techonoglies. C130 also has three parts -- overview of media, print media and electronic media. </span></span><br />
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<span style="font-family: inherit;"><span style="letter-spacing: 0.0px;"></span><br /></span></div>
<span style="letter-spacing: 0.0px;"><span style="font-family: inherit;">Of the three models, J110 is probably the least helpful for students to build conceptual frameworks about the media world, though its course design might greatly stimulate interest. Its topics are loosely related to and overlapping with each other. Prior to the first topic, the instructor arranges two media effects sessions. The first and second topics, although under different and fancy titles, are essentially about the influences of media technologies on the media ecosystem and public sphere. The third topic switches abruptly to the tension between people’s right to know and national security, and the fourth topic takes another abrupt turn to media’s commercial interest and civic mission. In the last two topics, the focus circles back to the media effects. Through out the arrangement, there isn’t a thread that strings together all the bits and pieces of materials, nor is there a logical reason for such a set-up. If I were the student, I would probably exit the class without having any systematic and conceptual tools to analyze the media messages and performances. </span></span><br />
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<span style="font-family: inherit;"><span style="letter-spacing: 0.0px;"></span><br /></span></div>
<span style="letter-spacing: 0.0px;"><span style="font-family: inherit;">In contrast, J201 and C130 do a much better job of scaffolding. The first two sections of J201 focus on the two important and dominant media models, making a clear distinction between news and advertising (public relations). After directing students to learning the media practices and products, it then leads them to think about various media effects with an expanded scope that includes video games and entertainment. </span></span><br />
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<span style="font-family: inherit;"><span style="letter-spacing: 0.0px;"></span><br /></span></div>
<span style="letter-spacing: 0.0px;"><span style="font-family: inherit;">Although C130 takes a different approach in designing the content, it is as effective as, or proabaly more conducive than J201 to orient students to criticaly think of the media world. In its first part, C130 introduces media content, as well as the economic and political factors that influence media production and practices. In the second and third section, it focus on print media and electronic media respectively, with a heavier focus on the latter. The materials contain a spectrum of media forms, including books, newspapers, magazines, radio, television, movie, television, video game and PR. </span></span><br />
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<span style="letter-spacing: 0.0px;"><span style="font-family: inherit;">Reading materials</span></span><br />
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<span style="font-family: inherit;"><span style="letter-spacing: 0.0px;"></span><br /></span></div>
<span style="letter-spacing: 0.0px;"><span style="font-family: inherit;">Since J201 has the most credits, it’s no surpise that it has more readings than J110 and C130. But the difference is not limited to the amount of readings, but also the genres. </span></span><br />
<div style="min-height: 14px;">
<span style="font-family: inherit;"><span style="letter-spacing: 0.0px;"></span><br /></span></div>
<span style="letter-spacing: 0.0px;"><span style="font-family: inherit;">J201 bind together a rich mix of “readings,” including books, journal articles, newspaper or magazine articles, radios and videos. The only required book is Kovach and Rostentiel’s Blur, published in 2010 and providing useful insights to looking into journalism by journalism insiders. It’s practical, but definitely not dense nor academic. The rest of readings is equally split on media publications and academic publications. Also, quite a lot of supplemental readings are attached, accommodating students who crave more. </span></span><br />
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<span style="font-family: inherit;"><span style="letter-spacing: 0.0px;"></span><br /></span></div>
<span style="letter-spacing: 0.0px;"><span style="font-family: inherit;">The types of readings for J110 are similar to those of J201. The required book is Media and Culture (Richard Campbell, Boston: Bedford/St. Martin’s, 2008), but students read excerpts or chapters of the book instead of its entirety. Interestingly, podcasts feature in the rest of the readings. </span></span><br />
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<span style="font-family: inherit;"><span style="letter-spacing: 0.0px;"></span><br /></span></div>
<span style="font-family: inherit;"><span style="letter-spacing: 0px;">In contrast, C130 has only one book, </span><span style="letter-spacing: 0.0px;"><i>Media Today </i></span><span style="letter-spacing: 0px;">written by the instructor </span><span style="letter-spacing: 0.0px;">Joseph Turow himself. Students read this book chapter by chapter as they move forward in the course of semester. Although teaching with one book can help students develop ideas in a more systematic fashion, there are downsides. The lack of diversity of topics and opinions might not inform students very well and one reading can make them bored. </span></span><br />
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<span style="font-family: inherit;"><span style="letter-spacing: 0.0px;"></span><br /></span></div>
<span style="letter-spacing: 0.0px;"><span style="font-family: inherit;">Assignment</span></span><br />
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<span style="font-family: inherit;"><span style="letter-spacing: 0.0px;"></span><br /></span></div>
<span style="letter-spacing: 0.0px;"><span style="font-family: inherit;">J110 and C130 share virtually the same formats of assignments: three exams and one final paper that asks students to make some reflections on certain media phenomenon or case. Contrastingly, J201 designs much more assignments in different forms. The three exams are the same, but in addition there are three 1000-word essays on each theme and a set of assignments that train students public speaking skills. </span></span><br />
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Anonymoushttp://www.blogger.com/profile/08125252703809223294noreply@blogger.com0tag:blogger.com,1999:blog-6725970939088528943.post-54163941272038884112014-02-21T20:35:00.002-06:002014-02-21T20:36:35.138-06:00Educational Innovation: Blend@UW<div class="MsoNormal">
<span style="font-family: inherit;"><span lang="EN-US">As e-learning has become a popular way of
learning, another concept- blended or hybrid learning- has also gain its
popularity in education field. According to the <a href="https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=2&cad=rja&ved=0CDEQFjAB&url=http%3A%2F%2Fsloanconsortium.org%2Fpublications%2Fsurvey%2Fpdf%2FBlending_In.pdf&ei=WtkHU-qABITJygHKpIHICw&usg=AFQjCNHF5GY0vjG9aq1FfJtskR4cQJp9Ng&sig2=-jHe1kSsjAxugHGjwreZ7w&bvm=bv.61725948,d.aWc" target="_blank">Sloan-C criteria</a></span><span lang="EN-US">,
a blended/hybrid course is comprised of both online and face-to-face delivery,
while the content delivered online should be about 30-79%. Since a blended
course falls between the traditional classroom learning and online learning, it
solves some problems embedded in the other two course delivery formats;
however, blended course is not free of limitations. As <a href="http://badgerherald.com/news/2013/11/11/uw-experiments-flipped-classroom-structure/#.UwfI3YZwqWY" target="_blank">a report from the Badger Herald</a> points out</span><span lang="EN-US">,
although providing a more efficient learning experience, blended course also imposes
new requirements on both students and instructors: students have to be highly
active in both online learning and interactions with classmates and
instructors; while instructors have to redesign the learning experience from
content to classroom activities. In addition to the multiple programs to help students
obtain a positive learning experience, the university also provides <a href="http://continuingstudies.wisc.edu/innovation/report_extend-reach-quality-online-ed.pdf" target="_blank">diverseprograms/workshops</a></span><span lang="EN-US"> to support instructors developing their pedagogical and technological skills
for designing a blended course. Among these efforts, <a href="http://sites.google.wisc.edu/blend/home" target="_blank">Blend@UW</a> program</span><span lang="EN-US"> aims to help those instructors redesign their course to fit into a blended
learning environment.<o:p></o:p></span></span></div>
<div class="MsoNormal">
<span style="font-family: inherit;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: inherit;"><span lang="EN-US">The Blend@UW program was first introduced
as a semester-long series by DoIT Academic Technology (DoIT AT) in the 2013
Fall Semester, and the 2014 Spring series started on February 5. This program focuses
on strategies only used for developing <a href="http://sites.google.wisc.edu/blend/home/replacement-model" target="_blank">the Replacement Model</a></span><span lang="EN-US"> among other blended learning models. <o:p></o:p></span></span></div>
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<span style="font-family: inherit;"><br /></span></div>
<div class="MsoNormal">
<span lang="EN-US" style="font-family: inherit;">The participants of this program are
instructors who wish to use the Replacement Model in their courses, and 20
instructors was accepted in the 2013 Fall program and 16 in the 2014 Spring one.
Instead of providing specific technological training, Blend@UW focus more on
the pedagogical training. By attending a 1.5-hour class weekly, participants
work closely with instructional designers to learn the skills for redesigning a
blended course, including: developing course activities, selecting appropriate delivery
formats and technologies, and understanding different assessment models. <o:p></o:p></span></div>
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<span style="font-family: inherit;"><br /></span></div>
<div class="MsoNormal">
<span style="font-family: inherit;"><span lang="EN-US">Very few information about the assessment
of this program could be found in the university’s website; however, Professor
Jillian Sayre from the English Department, who is also one of the participants
in 2013 Fall semester, shared <a href="http://jilliansayre.net/node/38" target="_blank">her experiences in redesigning a course</a></span><span lang="EN-US"> after attending the Blend@UW. Sayre taught English 591: Visions and Revisions
of the New World, a course that is open to non-English-major students to
fulfill their general education requirement. Due to the students’ varying backgrounds,
Sayre faced the problems of how to deal with different writing levels, while
she could not spend class time on teaching writing. In her redesigned blended
course, Sayre adopted the backwards design by delivering the learning
objectives at the very beginning of each lecture and understanding what
students want/do not want to do. For instance, Sayre always communicated the
learning goals in the previous face-to-face lecture, and re-address these goals
in the online lecture; she then would check in students’ work based on the
e-lecture during the following in-personal lecture. Another benefit of
attending the Blend@UW is that it exposes multiple technologies for Sayre to
select from in order to achieve her course goals, especially for the e-lectures.
Overall, Sayre found out besides the flexibility generated by the resigned
course, it builds up a learning community among students, which also encourages
discussions in this class. <o:p></o:p></span></span></div>
<div class="MsoNormal">
<span style="font-family: inherit;"><br /></span></div>
<span lang="EN-US" style="font-family: inherit;">After checking the 20
redesigned courses in the course enrollment system in the 2014 Spring semester,
I noticed that most of these courses are still provided in traditional
classroom model rather than a blended learning environment. It would be
interesting to track the actual implementation and outcomes of redesigned
courses after the instructors’ participation of the Blend@UW program. </span>Anonymoushttp://www.blogger.com/profile/08069922075475280243noreply@blogger.com0tag:blogger.com,1999:blog-6725970939088528943.post-13450827321406952512014-01-24T11:29:00.000-06:002014-01-24T11:29:07.319-06:00Schedule is set!I'll be meeting most of you in about half an hour in 5013 Vilas for our first teaching colloquium. Today we'll get to know each other and just go over the course topics and expectations (we'll probably get out early). The schedule is all set now and I am very pleased with the diversity of faculty, staff, and administrators who have agreed to come speak with us! <br />
<br />
There's still plenty of room in the course, so tell your friends. "Audits" are fine, as are "just showing up to most of the discussions."Greg Downeyhttp://www.blogger.com/profile/09154543464555817869noreply@blogger.com0tag:blogger.com,1999:blog-6725970939088528943.post-10136187524943416372014-01-21T08:10:00.002-06:002014-01-21T08:10:20.550-06:00Getting ready for Spring 2014Hi folks. Still putting the final schedule together for this spring. Check back soon ...Greg Downeyhttp://www.blogger.com/profile/09154543464555817869noreply@blogger.com0tag:blogger.com,1999:blog-6725970939088528943.post-2283152268715158232013-05-10T14:05:00.001-05:002013-05-10T14:05:34.616-05:00Thanks! -- and an answer to a questionThanks everybody for a great semester. There was one question that I refused to answer today, so I'm going to answer it on the blog instead.<br />
<br />
You asked me about my own teaching philosophy and I replied that rather than coming to one singular, permanent philosophy of teaching, we should each constantly strive to articulate and then interrogate our own teaching philosophies, making sure that as institutional contexts, political-economic conditions, and our own understandings of the human condition all change and adapt, so should our approach to teaching and learning. In such a way we can demonstrate to ourselves, to our students, to our stakeholders, and to each other that we are serious and careful about adding value to people's lives and to the life of the community through our educational efforts.<br />
<br />
So, since you all saw through that dodge, here is a consolation prize: two examples of my own attempts to articulate a teaching philosophy. The first is from 1999, when I was leaving graduate school and attempting to land my first assistant professor job — which turned out to be here at UW-Madison. The second is from 2006, when I was going up for tenure as an assistant professor in order to convince UW-Madison to keep me. I leave it as an exercise for the reader to compare and contrast. (The only conclusion I came to is that seven years in academia made me much, much more verbose.)<br />
<br />
My 1999 statement of teaching, for the assistant professor job search:<br />
<blockquote>
After being a student myself in various settings, from undergraduate to graduate, corporate training to continuing studies, I have developed a philosophy of pedagogy which puts emphasis on learning how to learn. My training has been an interdisciplinary mix of historical and geographical methods, built on a foundation of engineering practice. Instead of "disciplines" or "fields," I prefer to think of history, geography and engineering as "toolkits" for understanding. Thus I try to begin my classes by showing students how a set of basic concepts and frameworks can help them to analyze any situation, any problem, or any text more systematically and thoroughly. Before one can reach a useful conclusion, one must form many hypotheses; and before one can form a useful hypothesis, one must ask many questions. I see my graduate studies as training in how to ask better questions, and that is what I'd like to impart to my students. </blockquote>
<blockquote>
Before pursuing my doctorate, I worked as a computer analyst and was the lead developer on two educational "learning by doing" multimedia environments, created at the Institute for Learning Sciences at Northwestern University. During my graduate studies, I created several academic and non-profit web sites and successfully integrated "Geographical Information Systems" map-making software into an undergraduate Introduction to Geography course. </blockquote>
<blockquote>
My teaching philosophy is rooted in a history of experiences in both designing courseware and instructing students. As part of my previous corporate career, I trained business professionals on computer hardware and software, both formally and informally. As part of my graduate studies, I have instructed university students in various subjects of history and geography, in both lecture and discussion settings, for the past five years. I am very comfortable with teaching interdisciplinary subjects, and with using a variety of education tools, from films and slides to web sites and software. But I feel that nothing substitutes for the process of careful reading, independent written analysis, and supportive group discussion of a text.</blockquote>
My 2006 statement of teaching, for promotion to associate professor with tenure (get ready):<br />
<blockquote>
In my experience, the practice of teaching at the university level — whether for undergraduates or graduate students, in liberal arts courses or professional skills courses — involves five intertwined ideals: (1) wrestling with both primary and secondary sources; (2) thinking geographically as well as historically; (3) innovating with appropriate technology; (4) engaging students as teachers; and (5) instilling a critical and normative stance. </blockquote>
<blockquote>
<em>Wrestling with both primary and secondary sources.</em> Especially when introducing a new subject to students, professors face a strong temptation to assign ready-made secondary sources in the classroom — textbooks, or trade summaries of difficult material. I have found, however, that introducing students to a customized menu of both primary and secondary sources offers a chance for students not only to analyze and evaluate the arguments of experts in a given field, but also to engage to some extent in the same analytic practice of those experts, whether that means poring over statistical data, reading through historical documents, or identifying patterns on a map. </blockquote>
<blockquote>
Consider J201, the 400-student undergraduate "Introduction to mass communication" survey course that I teach for the Department of Journalism and Mass Communication. Rather than using one of the many textbooks readily available on the market for such a class, I instituted a new practice of assembling a customized reader of both primary and secondary journal articles, news reports, and practitioner essays. I complement these pieces with lecture notes that point student to real-world web-based providers of data on the mass media industry — professional organizations, marketing firms, and activist groups. And in an ongoing class weblog, I direct students to up-to-the-minute national and international press articles which relate to the themes of our course. </blockquote>
<blockquote>
<em>Thinking geographically as well as historically.</em> Trained as I was in the discipline of history, it is not surprising that each of my classes incorporates a solid historical grounding — for example, my "new media" class on "Cyberspace, hypermedia, and society" starts with the notion that, in its day, even the telegraph was considered revolutionary. This historical grounding involves teaching students that they must historicize terms, periodize eras of change and continuity, and recognize how different historical actors are privileged under different theories of social action. </blockquote>
<blockquote>
However, since I was also trained as a geographer, I bring to my students not only a sense of time, but a sense of space as well. For example, in my class on "Digital divides and differences," besides exploring how various digital appliances, infrastructures, and applications have evolved over time along with the waxing and waning of interest in the "information gap," I show my students how any definition of a "divide" inevitably involves some sort of spatial claim. Early 1990s federal data conceptualized the "computer gap" at the household scale, but late 1990s federal data on the "online gap" was collected and interpreted at the individual level. Schemes to create "wired cities" work at the scale of the interurban "space of flows" in a new global economy; but schemes to wire schools, libraries, and community centers are focused at a much smaller scale of neighborhood and social group. My class on "Mapping information agencies and communities" takes these ideas one step further, teaching students how to engage with computer-based Geographical Information Systems (GIS) in pursuit of answers to these questions. </blockquote>
<blockquote>
<em>Innovating with appropriate technology.</em> My ability to mobilize complicated GIS software for my students — not only training them to work with it, but teaching them when not to rely on it — is a good example of my general attitude toward technology in the classroom. I believe that innovating with new tools and techniques is an essential duty of university educators, but that our ultimate responsibility is to decide which tools and techniques represent "appropriate technologies" that serve our teaching goals while avoiding the uncritical fetishization of commodities in our own classrooms. </blockquote>
<blockquote>
The most productive examples of classroom technology that I have used in recent years have been web-based syllabi (which I design myself without the aid of prepackaged courseware) and web-based discussions (which I manage through the use of a publicly-available weblog system). My web-based syllabi (four examples enclosed) incorporate not only a week-by-week course schedule, but course requirements, explanation of assignments, lists of readings, and supplemental resources all on a single, easily navigable (and printable) web page. For classes where I lecture using presentation software, all of my lecture notes are made available online (after the lecture has occurred). For classes where I include supplemental readings, as many as possible are linked in "portable document" (PDF) format directly from the web site. </blockquote>
<blockquote>
But while each web site remains relatively static throughout the semester, each weblog is a constantly-changing narrative of what's happening in class that week. On all of my weblogs, I take a proactive role in bringing outside press articles and research reports to the students "just-in-time". But more than that, students are expected to contribute to the weblogs as well, posting reading summaries and questions which then precipitate online discussions with their peers. I do stress to the students, however, that online communication can only complement, never substitute for, classroom communication. To this end I even force students to hold a "virtual discussion session" once per semester, and then analyze all of the failings and frustrations that come with online-only education.</blockquote>
<blockquote>
<em>Engaging students as teachers.</em> The demands that I make of my students as weblog participants illustrate my belief that university education should involve as much peer-to-peer teaching as possible. In my seminar classes and small lecture-discussion classes, student presentations are a regular component of instruction. In my large mass communication lecture course — which happens to be a "Comm B" writing-intensive course as well — I instruct my teaching assistants to hold group peer-review sessions with their undergraduates, since productively critiquing someone else's writing is one of the best ways to learn how to improve one's own writing. And in some cases I even coordinate assignments between two classes that I teach simultaneously, such as when I have student authors trade personal weblogs in order to think through how we represent ourselves — bodies and identities, hobbies and politics — through textual descriptions on the World Wide Web. </blockquote>
<blockquote>
<em>Instilling a critical and normative stance.</em> Finally, a core part of my teaching philosophy involves pushing students to be critical information consumers, not only with respect to the primary and secondary sources I have them work through, but in terms of the overall instruction which I offer. In the current climate for public universities in the US, with numerous state legislatures considering an "Academic Bill of Rights" mandating the "balancing" of political and philosophical worldviews both in the classroom and among the faculty, it is paradoxically quite difficult to convince students that the research they consume (and produce) is inevitably bound up with normative claims about society. Too often our students have been trained to see information either as "biased," and therefore unworthy of consideration, or "objective," and therefore divorced from any critical political, economic, or social claims. Instead, I try to help students understand the twin ideas that "biased" arguments in favor of one cause or another aren't necessarily worthless (especially if the partisan nature of those arguments is acknowledged up front) and that "objective" data inevitably emerges from social contexts in which conflicting actors pursue partisan projects. </blockquote>
<blockquote>
One example of this in practice was a course I co-taught together with Jamie Peck of the UW-Madison Geography department and two colleagues from the University of Minnesota: an innovative, cross-university graduate seminar on "Contested urban futures." Here I brought my training in geography to bear on the media- and information-centric problems of informational, economic, social, and policy networks as the new scale of action for urban social justice movements. This class was instrumental in the dissertation work of my Ph.D. student, Larry Wright, and his thesis on the "Free-Net" movement. </blockquote>
<blockquote>
The recent global debate and unrest over twelve cartoons dealing with Mohammed, Islam, and terrorism which were published by the Danish Jyllands-Posten provides another example. Rather than shy away from this contentious issue, I prepared a special lecture for my 400 undergraduate J201 students that happened to coincide with the local Badger Herald editorial decision to republish one of the cartoons "in support of free speech." My lecture, however, argued that any viewing of the cartoons was meaningless without a deep understanding of the context in which these cartoons were originally produced, circulated, and consumed — from the increasingly anti-Muslim and anti-Arab polices and political parties of Western Europe to the various global sites of both democracy and repression in the Muslim and Arab world. This lecture brought forth a sincere but civil debate on our course weblog, and elicited half-a-dozen appreciative emails from students (materials attached). </blockquote>
<blockquote>
As a researcher who studies the "information labor" present at various levels of power in the knowledge-production process, I feel that I owe it to my students to reveal how power is implicated in the production of the very knowledge that they are trying to grapple with in their classes. But at the same time, I encourage my students to recognize their own positions of power — whether as university undergraduates, professional practitioners, or global citizens — and to be clear in their own minds what kinds of knowledge-claims they are using their own education and training to make. </blockquote>
Greg Downeyhttp://www.blogger.com/profile/09154543464555817869noreply@blogger.com1tag:blogger.com,1999:blog-6725970939088528943.post-10613943431691619892013-04-21T15:19:00.002-05:002013-04-21T15:20:29.109-05:00social media and society: a comparison of three syllabi<div style="text-align: right;">
<b>by Nan Li</b></div>
<br />
The three syllabi I compare are all from college-level courses focusing on various aspects of social media. <a href="http://lscthedon440.tumblr.com/syllabus" target="_blank">The Contemporary Technologies</a> instructed by Don Stanley at UW-Madison explores "a variety of communication technologies and their social effects," with a focus on practical uses of Twitter for marketing purposes. The <a href="http://mco494.wordpress.com/syllabus/" target="_blank">Media 2.0 course</a> taught by Dawn Gilpin at Arizona State University introduces students to "the contexts and forms of social media." As the syllabus illustrates, the class teaches students "what are social media, who uses them, who gains from them, and how are they transforming the media landscape and the way we inhabit the world." The third class, entitled <a href="http://csmt12.wordpress.com/about/" target="_blank">Culture and Social Media Technologies</a> by Laura Portwood-Stacer at New York University examines social media from a cultural perspective. More specifically, this course focuses on how "media technologies figure in practices of everyday life and in the construction of social relationships and identities."<br />
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<br /></div>
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Despite the common focus on social media technologies, the three classes have distinct purposes and explores the uses and implication of social media tools from different perspectives. A thorough look into the syllabi also reveals the differences in reading materialas, assignments, and the teaching style adopted by each instructor. </div>
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<br /></div>
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<b><i>Reading materials</i></b></div>
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<div>
Relevant and recent reading materials are one of the most important components of a well-organized class. All three classes provide a list of required readings along a weekly schedule. The Media 2.0 class includes both required and recommended readings for each week's topic. The reading are all posted on the class blog with hyperlinks that allow students to download and read with ease. The Contemporary Technologies class lists one book as must-read texts along with recommended readings posted irregularly on class blog. The Culture and Social class has heavier loads of readings compared to the other two classes and the reading PDFs are only available on class Blackboard site. </div>
<div>
<br /></div>
<div>
Comparing the content of readings and the way how they are organized, I think it's critical to provide students with sufficient opportunities to choose materials with diverse arguments on the same problem that the class is trying to address. It is always good to make explicit about what are the required readings and what are recommended. More importantly, informing students about the well-written blogs and other information sources that are openly available is also a good way to teach students how to locate information outside classroom. </div>
<div>
<br /></div>
<div>
<b><i>Assignments</i></b></div>
<div>
<br /></div>
<div>
Class assignments are always necessary to let students organize their thinkings, improve their understanding of class materials and receive feedbacks from instructors and peers. I think all three classes do a very good job in arranging assignments with emphases on different objectives. For example, the Media 2.0 class requires the students to write blog post and also comment to others' posts on a weekly basis. Students are also required to explore the functions of various social media tools, such as Twitter, Wiki and Foursquare. Similarly, the Contemporary class teaches students hands-on experiences with using a number of social media tools, including Twitter, Facebook and Google plus for marketing practices of actual organizations. The assignments of Culture and Social class is more "traditional" compared to the other two classes, which concentrate on writing and readings. </div>
<div>
<br /></div>
<div>
For assignments, I think a common purpose of social media classes is enabling students to use actual social media tools for meaningful changes. However, despite the diversity and popularity, social media tools are always changing, thus create challenges for teachers to show students what are the best strategies of leveraging these tools. A meaningful and helpful assignment should not only teach students how to create a Facebook page or how to set up a Twitter account, but also let students explore the "philosophy" underlying social media tools. Why are these tools social? How to connect people using these tools? How to improve the visibility of your products and services via Twitter and Facebook? I think answering these questions with well-designed assignments will be beneficial for students' future studies and career. </div>
<div>
<b><i><br /></i></b></div>
<div>
<b><i>Teaching style</i></b></div>
<div>
<br /></div>
<div>
In addition to lecturing, the three classes have adopted alternative forms of teaching and learning within and outside classrooms. The adoption of new technologies, such as building a class blog or creating a class Wiki can help extend the classroom discussion to online space after class period. Again, I think instructors should implicitly show students how to make a class "social" via using various tools they are supposed to learn about in class. For example, The Contemporary Technology class encourages students to follow the guest speakers on Twitter and directly submit their questions with class hashtag so that the conversations are available to all classmates. I think such practices can engage students and help them gain understanding of the social component of online technologies. </div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6725970939088528943.post-33782915605650520892013-04-19T23:55:00.002-05:002013-04-20T01:21:03.186-05:00 Comparison of Five Science Writing Course Syllabi<div style="text-align: justify;">
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<b><span lang="EN-US" style="font-size: 12.0pt;">By Zhengzheng Zhang<o:p></o:p></span></b></div>
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<span lang="EN-US" style="font-size: 12.0pt;">As a professional M.A. student with an
emphasis on science communication, science writing is definitely one of my most
favorite and necessary course. Thus, here I’d like to compare five science
writing courses syllabi, including (1) the one taught in Fall, 2010 by Prof.
Carolyn Johnsen at University of Nebraska-Lincoln, which I have chosen as my
selective course in 2009 as a physics Ph.D. student; (2) the one taught in Spring, 2013
by Prof. Sharon Dunwoody at UW-Madison, which is also what I take in this
semester (3) “Science writing for media” course syllabus taught in Fall, 2010
by Prof. Bruce Lewenstein at Cornell University; (4) the one taught by Prof.
Tom Yulsman in University of Colorado; (5) the one taught by Prof. James
Collier in Fall, 2012 at Virginia Tech. You may find the links to these
syllabus at the end of the blog.<o:p></o:p></span></div>
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<br /></div>
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<span lang="EN-US" style="font-size: 12.0pt;">All of the five syllabi share several
common things. Except for the general elements that are normally shown in a syllabus,
such as the information of instructors, office hours, textbook recommendation,
school and class policy etc, I also find the similarities in other aspects: the
first one is the general design of the course content. Since it is a science
writing course, reading, intensive writing and in-class discussion and critique
are the key components in these syllabi. Almost all of the five syllabi spend
large portions talking about the specific requirements and assignments for
these key components, which show that instructors have similar criteria and
values when it comes to what kind of skills a science writing class should give
to students. The second aspect is the writing load. In all of the five syllabi,
writing load will take approximately 70-80%. Although instructors may design
what specifically students need to write differently, the overall load are
quite similar. The third is, the grading criteria have the similar evaluation factors.
For example, all of them take whether a story is able to reach the publication
level as one of the key judgement especially as “A” papers. The last but not
least is all these universities put a high value on class discussion and group
critiques. They pay attentions to students’ oral communication and
collaborative work, and all put text reading after class, which is a little
similar to filpped classroom teaching.<o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 30pt;">
<span lang="EN-US" style="font-size: 12.0pt;">Their differences are very specific. For
example, the goal and structure of the course. Although their goals are in a
similar direction in a general sense, which is to teach the skills a student
needs as a science journalist, each has their particular focuses. For instance,
the syllabus of UNL focus on general writing skills, but the professor does not
limit science topics. For the stories, the assumed readers are mostly general
audiences but students from science background are also trained in writing for expert.
While the goal of UW-Madison science writing mainly focus on the journalistic
skills of writing, the professor emphasizes on teaching students how to explain
things, storytelling skills using words and images, how to make reasonable
judgments about evidence and how to ponder and present issues of evidence,
which is a very professional “writing” class. And the assumed story readers are
general audiences. <o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 30pt;">
<span lang="EN-US" style="font-size: 12.0pt;">Different from the above two syllabi, the
syllabi in Cornell University, University of Colorado and Virginia Tech do not
that concentrate on “writing”-though their emphasis is still writing-but all of
the three more or less include the social context into science writing,
professors in the three universities design discussions, debates or invited
speakers speech in their classes talking about the how science journalism
interact with the society. Also science writing in UC tend to focus on
environmental reporting (specific topic in science writing) and pay attention to
practical skills, such as field trips and talking to scientists. This outside
classroom part is different from all the other four universities, which take more
traditional seminar class style. <o:p></o:p></span></div>
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<br /></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 30pt;">
<span lang="EN-US" style="font-size: 12.0pt;">Among all the five universities, Virginia
Tech’s syllabus is quite distinct from others. The writing style tend to be
more in a humanized tone, the professor seems to try to explain every “why”
behind each of his requirements and the goal of this course. Also, the writing
topics are not only natural science, but also include social sciences. The
required writing assignments are not like normal science brief or science
features in the other four syllabi, but instead, students are trained to learn
how to write abstracts, research proposals and journal articles, which make me
feel it seems more like technical writing. But the syllabus notes students are
trained for general audiences. The course is also designed to train students
reflect the science popularization and the role of science in public
communication and debate, which for me, sound more like combining science
communication conceptual course and a writing skill course. Not superisingly,
the structure of this syllabus is quite different from the other four, which
can be found in grading criteria, the professor counts the knowledge of science
communication and science populization into the grading portions. <o:p></o:p></span></div>
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<br /></div>
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<span lang="EN-US" style="font-size: 12.0pt;">The differences in the goal and structure
in each syllabus actually have shown the different purpose of teaching in
instructors’ mind. Questions like “what kind of things students need to learn
from this class?”, “who are my students?”“what do we want them to obtain in
this class?”, or “what should a science writing course bring to my students, to
their future career?” all influence how instructors would design his/her
course. Comparison of these syllabi help me realize the factors behind them.<o:p></o:p></span><br />
<br />
<b>Syllabus links</b>:<br />
<b>UNL:</b><a href="http://www.chem.unl.edu/news/SciWriSyllabus-TUESDAY-Fall%202010.pdf">http://www.chem.unl.edu/news/SciWriSyllabus-TUESDAY-Fall%202010.pdf</a><br />
<b>UW-Madison:</b><a href="https://uwmad.courses.wisconsin.edu/d2l/lms/content/viewer/main_frame.d2l?tId=11911846&ou=2001319">https://uwmad.courses.wisconsin.edu/d2l/lms/content/viewer/main_frame.d2l?tId=11911846&ou=2001319</a><br />
<b>UC: </b><a href="http://stripe.colorado.edu/~yulsman/5812syllabus.html">http://stripe.colorado.edu/~yulsman/5812syllabus.html</a><br />
<b>Cornell: </b><a href="http://lewenstein.comm.cornell.edu/3520%20Syllabus%20Fall%202010.25%20Aug.pdf">http://lewenstein.comm.cornell.edu/3520%20Syllabus%20Fall%202010.25%20Aug.pdf</a><br />
<span style="text-indent: 30pt;"><b>Virginia Tech:</b> </span><a href="http://www.faculty.english.vt.edu/Collier/sciwrite/syllabus.htm" style="text-indent: 30pt;">http://www.faculty.english.vt.edu/Collier/sciwrite/syllabus.htm</a><br />
<br /></div>
</div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6725970939088528943.post-31511627061465215802013-04-19T21:03:00.001-05:002013-04-19T21:03:45.356-05:00
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Social Statistics II: A comparison and contrast of five syllabus</div>
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The course I am interested in the Sociology 360: Statistics
for Sociologists I, taught in the Department of Sociology. It is an
introductory course to basic statistics for students in the social sciences.
The five syllabuses I am going to compare and contrast are: Geoff
Bakken(instructor) taught in summer 2011, Nicole Kraus(instructor) taught in
spring 2012, Hongyun Han(instructor) taught in spring 2009, John A. Logan
(instructor) taught in spring2012 and Chaeyoon Lim(instructor) taught in fall
2010.</div>
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All the five syllabuses shared the same structure of the
contents, including the overview of the course, required textbooks, grades
information, detailed course schedule and so forth. For example, they all
included the information of the instructor and the teaching assistant,
including both office hours, contact information, which made themselves
approachable to students. Second, they set clear rules on grades at the
beginning of the course. For example, all of them included a table, showing
what percentage of each components would count in the final grades. The policy
of<span style="mso-spacerun: yes;"> </span>made-up exams, grading of home works,
penalty of late homework assignments, academic dishonesty were explicitly
illustrated. These instructions provide guidelines and boundary for students,
from my point of view, which is necessary and helpful for students. This course
is basically designed for beginners of social science research. Most of
students taking this course are sophomores, meaning they already have a sort
sense of scientific study after the first year study in university but no
doubly, they are still in the early stage of research. The syllabus not only
provide the guidelines, expectations and boundaries for these young starters,
but also is a mean of avoiding misunderstanding between students and instructor
or TAs and further disagreement caused by ambiguity. </div>
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Since this course is a relatively stable course which has
been provided for years, there is no significant difference among these five
syllabuses. However, they do differ some details, which showing the emphasis of
different instructors and evolution of this Sociology 360. One difference is
the adding of data analysis projects in the final grades. In the spring 2009,
there was no data analysis project assignment; in summer 2011, there was one
data analysis assignment; and in spring2012, there were two data analysis
assignments. Accordingly, the weight of <span style="mso-spacerun: yes;"> </span>exams decreased from 80% to 65% to 55%. The
weight of data analysis project increased from 0 to 15% and to 25% of the final
grade. Incorporating one or two data analysis projects into the design of the
course, has placed higher requirements on students for fully understanding the
concepts and integrating the concepts to solve research question. However, this
is also a higher requirement for instructors and TAs. As discussed above, most
students are sophomores, who may lack sufficient skills to do research at this
stage. How to instruct them do a data project which fit their stage and meet
the end of teaching this course is a challenge for both course designers,
instructor and TAs.<span style="mso-spacerun: yes;"> </span>A step-by-step
instruction should be provided in the mid-way of the course, and an exemplar
can be provided to show the expectation for students. </div>
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<a href="http://www.ssc.wisc.edu/soc/courses/syllabi300-699.php">http://www.ssc.wisc.edu/soc/courses/syllabi300-699.php</a></div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6725970939088528943.post-16850977297078663492013-04-18T12:32:00.000-05:002013-04-18T12:32:00.815-05:00Russian History: A Comparison of Three
<div style="font-style: normal; font-weight: normal; line-height: 114%; margin-bottom: 0in; text-decoration: none;">
<span style="color: black;"><span style="font-family: Arial;"><span style="font-size: small;"><span style="background: transparent;">For
this assignment, I chose to identify three syllabi that roughly
corresponded to the Russian Imperial period, which is something I
loved to study in college. The first syllabus is from a school is
Turkey, though the syllabus is in English, and it is from Fall 2012.
The syllabus can be found <a href="http://home.ku.edu.tr/~mbaker/Hist304/Hist304syl.html" target="_blank">here</a>. The second syllabus is from
MIT of Fall 2010 and can be found <a href="http://ocw.mit.edu/courses/history/21h-466-imperial-and-revolutionary-russia-culture-and-politics-fall-2008/syllabus/MIT21H_466F08_syllF10.pdf" target="_blank">here</a>. Lastly, I also chose a
syllabus from Harvard from Fall 2012, and that can be found <a href="http://isites.harvard.edu/fs/docs/icb.topic1116488.files/Syllabus_RE_Fall%202012.pdf" target="_blank">here</a>.</span></span></span></span></div>
<br />
<br />
<span style="color: black;"><span style="font-family: Arial;"><span style="font-size: small;"><span style="background: transparent;">It
was really interesting to see the different ways Russian history is
taught. It is easy for one to assume that the way they learned it is
the only way someone can learn it. In my own class, we were told that
the textbook we used was the definitive guide to Russian history, as
if every introductory Russian course would use it. However, I did not
see A History of Russia by Nicholas Riasanovsky and Mark Steinberg on
any other syllabus. Furthermore, on a deeper level, since Berkeley
lacked Russian history courses I began taking a lot of courses that
outlined different philosophies in history that finally led me to the
study of historiography, or which is basically the history of
history. I was the most engrossed when we were discussing not just
the stories of people, but the way people chose to tell those
stories. Studying the syllabi of three different courses on the same
topic is extremely similar: it is a look into how people tell the
story.</span></span></span></span><br /><br />
<br />
<div style="font-style: normal; font-weight: normal; line-height: 114%; margin-bottom: 0in; text-decoration: none;">
<span style="color: black;"><span style="font-family: Arial;"><span style="font-size: small;"><span style="background: transparent;">The
first two syllabi I studied followed a linear narrative pattern. They
generally follow the path of monarchs and rebellions until it gets to
the Russian Revolution. The Turkish syllabus follows sweeping changes
that followed because of bottom-up actions (rebellions, revolutions)
and top-down changes from the monarchy and bureaucracy. This
narrative is further upheld by the course goals, which include
identifying and explaining important Russian people and events.
Beyond that, the professor wants to teach critical thinking skills
and methods to interpret primary documents when writing a long
research paper.</span></span></span></span></div>
<div style="font-style: normal; font-weight: normal; line-height: 114%; margin-bottom: 0in; text-decoration: none;">
<br />
</div>
<div style="font-style: normal; font-weight: normal; line-height: 114%; margin-bottom: 0in; text-decoration: none;">
<span style="color: black;"><span style="font-family: Arial;"><span style="font-size: small;"><span style="background: transparent;">The
syllabus from MIT sees Russian Imperial history with a little more
complexity. The professor asks weekly questions to keep students on
track that show me how inter-connected and complicated a society can
be; she does not seem to see history as top-down or bottom-up
decisions, but an interplay of literature, autocratic decisions,
specific peoples' political pamphlets, and ideas. She still follows
generally a linear line through history but doesn't just include a
rebellion here or a reform there, rather she focuses on literature to
emphasize different perspectives of these events, as Russian history
has a deep connection to stories. I also appreciated that she
highlighted the Russian psyche of its comparisons to the West.</span></span></span></span></div>
<div style="font-style: normal; font-weight: normal; line-height: 114%; margin-bottom: 0in; text-decoration: none;">
<br />
</div>
<div style="font-style: normal; font-weight: normal; line-height: 114%; margin-bottom: 0in; text-decoration: none;">
<span style="color: black;"><span style="font-family: Arial;"><span style="font-size: small;"><span style="background: transparent;">The
syllabus from Harvard may be the closest to an expert historian's
point of view. It doesn't attempt to view Russian history through
events or people as much as it interprets the actions of people
through the lens of processes and institutions. The Harvard syllabus
stresses strands within a society, such as industrialization,
transportation, religion, government, ideas, and so on. More
importantly, it also connects Russia to world history and does not
consider it as a bubble. The syllabus connects monarchy and rebellion
much more to the specific era those people were in rather than how
the people or events shaped the era.</span></span></span></span></div>
<div style="font-style: normal; font-weight: normal; line-height: 114%; margin-bottom: 0in; text-decoration: none;">
<br />
</div>
<div style="font-style: normal; font-weight: normal; line-height: 114%; margin-bottom: 0in; text-decoration: none;">
<span style="color: black;"><span style="font-family: Arial;"><span style="font-size: small;"><span style="background: transparent;">The
syllabus from the Turkey is the kind of history most people learn:
this happened, and then this happened, and so on. The MIT syllabus
improved that kind of study to include more perspectives and
interpretations. This seems to be the study of history that more
university classes want to be like, as much more critical thinking is
involved. However, the last one from Harvard tells the story of
Russian history like the other two do, but doesn't tell it inside a
bubble. It offers explanations of why one movement might take over
another. I think it's the way universities should teach history.</span></span></span></span></div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6725970939088528943.post-73483854873515689972013-04-15T18:23:00.002-05:002013-04-17T21:07:58.725-05:00Comparing introductory journalism skills courses<!--[if gte mso 9]><xml>
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</h1>
<span style="font-weight: normal;"><span style="font-family: "Times New Roman"; font-size: 12.0pt; font-weight: normal; mso-bidi-font-weight: bold;">I’m a teaching assistant for <i><a href="http://202.journalism.wisc.edu/wp-content/uploads/2012/12/Syllabus_J202_Wagner_Spring-2013.pdf" target="_blank">J202 </a></i></span><i><span style="border: none windowtext 1.0pt; color: windowtext; font-family: "Times New Roman"; font-size: 12.0pt; font-weight: normal; mso-bidi-font-weight: bold; mso-border-alt: none windowtext 0in; mso-fareast-font-family: "Times New Roman"; padding: 0in; text-decoration: none; text-underline: none;"><a href="http://202.journalism.wisc.edu/wp-content/uploads/2012/12/Syllabus_J202_Wagner_Spring-2013.pdf" target="_blank">Mass Communication Practices</a></span></i><span style="border: none windowtext 1.0pt; font-family: "Times New Roman"; font-size: 12.0pt; font-weight: normal; mso-border-alt: none windowtext 0in; mso-fareast-font-family: "Times New Roman"; padding: 0in;">, the journalism school’s introduction to news
writing and strategic communication skills. J202 is an intense experience for
students--I know because I took it myself in 2006. Since I completed my
undergraduate degree here, I don’t have a very good understanding of how other universities
teach introductory journalism skills. So I decided to look at the syllabi of
two courses comparable to J202: <i><a href="https://utdirect.utexas.edu/apps/student/coursedocs/nlogon/?semester=20112&department=J++&course_number=&course_title=&unique=&instructor_first=&instructor_last=&course_type=In+Residence&search=Search" target="_blank">J315 News Media Writing & Editing</a></i> at the University of Texas at Austin and<i> <a href="http://www.comm.ohio-state.edu/images/stories/e-syllabi/SP13_2221_Kraft.pdf" target="_blank">Comm 221 Writing and Editing for Media</a></i>
at Ohio State. (To access the UT syllabus, click the link to get to the UT syllabi database, then type "J315" into the search bar. I used David Garlock's syllabus from fall 2011.)<br /><br />All three
courses are designed as intensive introductions to media practices. All three involve
various hands on projects and activities related to writing leads, various
story structures, interviewing and media ethics.</span></span><br />
<br />
The
differences among these courses stem from their differing credit values. Though
the syllabi don’t specify the exact credit numbers, it can be inferred based on
the amount of time spent in lectures and lab, as well as homework load, that UW
is the largest at six hours, Ohio State is around four hours and UT is either
three or four credit hours.<br />
<br />
In terms of
big picture topics, only the UW course interweaves strategic communication
concepts with journalistic ones. The other two courses are streamlined to focus
on news writing and journalistic practices. (Continued ...)<br />
<span style="border: none windowtext 1.0pt; font-family: "Times New Roman"; font-size: 12.0pt; font-weight: normal; mso-border-alt: none windowtext 0in; mso-fareast-font-family: "Times New Roman"; padding: 0in;"></span><br />
<a name='more'></a><span style="border: none windowtext 1.0pt; font-family: "Times New Roman"; font-size: 12.0pt; font-weight: normal; mso-border-alt: none windowtext 0in; mso-fareast-font-family: "Times New Roman"; padding: 0in;"><o:p style="font-weight: normal;"> </o:p></span><span style="border: none windowtext 1.0pt; font-family: "Times New Roman"; font-size: 12.0pt; font-weight: normal; mso-border-alt: none windowtext 0in; mso-fareast-font-family: "Times New Roman"; padding: 0in;"><br />Another
major topical difference is multimedia. By far, UW’s 202 has the heaviest
emphasis on multimedia. Each course has at least one lecture dedicated to it,
but only 202 includes lab activities that involve making videos, podcasts and
slideshows. J202 is also the only course where students develop websites,
though the other two courses do include blogging activities. UT doesn’t mention
multimedia until week 11. Ohio State also has its sole multimedia lecture near
the end of the semester.</span><span style="border: none windowtext 1.0pt; font-family: "Times New Roman"; font-size: 12.0pt; font-weight: normal; mso-border-alt: none windowtext 0in; mso-fareast-font-family: "Times New Roman"; padding: 0in;"><br /><br />However, in
general Ohio State emphasizes web writing and social media use much more so
than the other two courses. UW students are expected to engage with the
course’s Twitter feed and keep a personal branding blog, but these tasks often
fall by the wayside over the course of the semester. Social media is more
closely tied to the Ohio State syllabus, with multiple lectures dedicated to
journalistic use of social media, optimizing web writing via SEO techniques and
blog writing.</span><br />
<br />
UT requires
students to develop a digital portfolio over the semester, though it’s not
clear whether that portfolio is actually public online. This requirement aims
to help students lay the groundwork for keeping a portfolio throughout their
time in the journalism school, which is a very useful practice in terms of professional
development and preparation for job applications. The UT course is the most
focused on building career skills of the three; in addition to the portfolio,
the course also includes a lecture dedicated to finding internships and
interviewing for communications jobs.<br />
<br />
In terms of
assignment volume, Ohio State appears to have the fewest number of stories and
projects due. The instructor requires two news stories, a story about a public
meeting, a profile, a midterm project and a feature story that serves as a
final. One of the course’s weekly assignments is a “news budgeting” assignment
that requires students to take an article and identify various parts of the
story and articulate where they would put the story in a physical newspaper.
The assignment feels anachronistic, as most of these students will never work
for a traditional newspaper anyway.<br />
<br />
The UT
course includes a similar list of major writing assignments: two news stories,
a story based on a speech, a midterm project, a feature story, a meeting story,
a profile and a final project. However, UT has more additional activities. Some
of these activities have obvious value, such as writing court news briefs,
writing about diverse communities and thinking about public access to the
government. Other activities, though, feel like busy work. For example, students
have to write a short autobiography and take a math test.<br />
<br />
UW’s course
has the largest volume of activities since there are two labs as compared to
UT’s one weekly lab and Ohio State’s four-lecture and no lab structure. Listing
out all of 202’s activities would be overwhelming here, but basically, students
put together an individual project with multiple print and multimedia places,
write midterm stories, and write multiple stories as part of a class final
project. These major projects are in addition to weekly writing assignments of
various lengths. One issue with having so many assignments is students often
lose track of deadlines and have a lot of trouble prioritizing their work.
While this is a learning experience in its own right, it often creates stress
and confusion, which can start to take away from the overall value of the
assignment. <br />
<br />
<br />
Overall, the main differences include attention to or lack of attention to strategic
communication, multimedia and social media. Additionally, the volume of
activities varies widely, which is a product of differing credit values. Bigger
is not necessarily better; 202 can become overwhelming at times, but the Ohio
State course feels a bit lacking in richness. UT has a good balance, though
even that course has some superfluous activities and lacks the skills emphasis
that UW provides.<br />
<br />
<br />
<span style="border: none windowtext 1.0pt; font-family: "Times New Roman"; font-size: 12.0pt; font-weight: normal; mso-border-alt: none windowtext 0in; mso-fareast-font-family: "Times New Roman"; padding: 0in;">--Sandra Knisely </span><br />
<h1 style="background: white; margin-bottom: .0001pt; margin: 0in; vertical-align: baseline;">
<span style="border: none windowtext 1.0pt; font-family: "Times New Roman"; font-size: 12.0pt; font-weight: normal; mso-border-alt: none windowtext 0in; mso-fareast-font-family: "Times New Roman"; padding: 0in;"> <o:p></o:p></span></h1>
<div>
<br /></div>
<!--EndFragment--><!--EndFragment-->Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6725970939088528943.post-29118631341120161472013-03-22T23:57:00.001-05:002013-03-23T01:38:23.273-05:00Business School’s Innovative Way of Blended-Learning Approach<div style="text-align: justify; text-indent: 0px;">
<a href="http://www.blogger.com/blogger.g?blogID=6725970939088528943" name="OLE_LINK4" style="text-indent: 15.75pt;"><span lang="EN-US"> After spring break, MBA students in Business School at University of Wisconsin-Madison will have a chance of embrace an innovative way of
learning the course “Macroeconomics for Managers.” In order to solve the barriers
lying between teaching and learning, the course professor Morris
Dave is “rethinking how, where, and when he delivers the information in his
curriculum, transitioning from ‘sage on stage’ to a ‘coach in the
midst’approach.”[1]</span></a></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 15.75pt;">
<span lang="EN-US">The idea of this innovative
teaching in business school is generally based on the blended-learning approach
or “flipping course,” which means “Traditional in</span><span lang="EN-US" style="font-family: 宋体; mso-ascii-font-family: "Times New Roman";">‐</span><span lang="EN-US">class lecture
material is delivered out of the classroom through the use of online
technology, while the traditional ‘homework’ is done in class with even greater
potential for student learning through the use of Active Learning/Experiential
Learning activities using a group/team approach. Technology can also be used in
the classroom and assessment can be done both online and in class.”[2] What’s
more, the course reform in business school also has its own innovative features. </span></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 15.75pt;">
<span lang="EN-US">According to Business School Dean Assistant
Suzanne Dove, the motivation that drives this educational innovation is to solve the obstacles that the professor Morris Davis have encountered during the
teaching process. “Macroeconomics for Managers” is a course that require students to have advanced macroeconomics knowledge and understand how
macroeconomics may influence the larger economy, how macroeconomics drive business
to make certain decisions, better strategy or effective strategy. However, many
MBA students are non-experts in macroeconomics. Meanwhile, professor Morris
Davis hopes to teach both complex theory and analyze current events in economy
in class, so that the students would know how economic indicator should affect
different business decisions, but he only have 10 weeks to teach this course. Thus,
Several limitations drive him to think of using videos to help him better
perform teaching goals.</span></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 15.75pt;">
<span lang="EN-US">Business school’s innovative
solution has some similarity to the blended-learning approach, which takes
advantage of videos that help convey knowledge content that require students
watch before classes. Faculty members are content experts and also performers
in video. After watching videos, in a class session, faculty members use quiz questions to make sure students understand the material they watch. If students
have confusion, faculty members will immediately clarify and answer specific
question about video materials. After that, students will do discussion and
activity based on the information they have learnt. </span><br />
<span lang="EN-US"><br /></span><span lang="EN-US"> The advantages of blended-learning approach include helping improve students’ effective time-on-task by making learning environment and assignment active and increase students’ flexibility in using their time. Besides, it would also reduce lecturing and grading time, which is very
suitable for the course, such as “Macroeconomics for Managers,” which has
limited teaching time but advanced knowledge and non-expert students.</span></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 15.75pt;">
<span lang="EN-US">The innovative features in
Business’ school lie in two aspects: first, the short and engaging multimedia videos; second, the design of classroom discussion. </span></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 15.75pt;">
<span lang="EN-US">According to Dove, Business School produces short videos for this course, and each piece is about 8-10 minutes. Because
short video is more engaging and would help students better focus on the
lecture content. Typically, a 75-minute traditional lecture will be divided into 4-5 pieces of short videos. And the innovative part is, they do not
adopt the normal lecturing method in videos, like an instructor stands in front of a
white board or directly talk to a camera. “That is boring,” said Dove, and they
want to make the video more engaging and helpful. So, instead of teaching knowledge
in front of a camera, the instructor behaves more like “performing knowledge” in face of audiences. Videos
contain animations, music, pictures, designed scenes, with which the instructor
creates stories to help students understand the essence of theories. </span></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 15.75pt;">
<span lang="EN-US">For example, one of the main
concept in this course is “trade,” the advantages of trade between nations. In
the lecture video, with the aids of multimedia tools, rather than talking about
trade between nations, he starts talking about the trade between two
individuals, and he explains why you and I would trade something with each
other. Then he introduce the third individual, who is a kind of metaphor for
the market, why there is a benefit to have the third person helping trade each
other. “Once why you understand two people would trade, you can understand why
countries would trade.” said Dove. The innovative teaching is actually a
different way of learning, which obviously increase challenges for instructors. </span><span style="font-size: 12pt; text-indent: 18pt;">Thus, Dave need to be very clear about
“what do my students really need to know and be able to do by the end of this
course., and how would I assess that, how would I know that they have gotten
the content, if they do not get it, how would I do to help them," said
Dove. </span><br />
<div class="MsoNormal" style="mso-char-indent-count: 1.5; text-indent: 18.0pt;">
<span lang="EN-US" style="font-size: 12.0pt;"><o:p></o:p></span></div>
<span style="font-size: 10.5pt; text-indent: 15.75pt;"><br /></span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 15.75pt;">
<span lang="EN-US">Another shinning point in the
educational innovation is the instructor’s design of classroom discussion. Dave
expects his students are able to actively learn and critically discuss the
current business event in world. Instead of just free discussion, he assigns
students into two teams: "pro" team and "con" team, to debate against each other
about a particular issue in economy, and what they think business should do. </span></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 15.75pt;">
<span lang="EN-US">“It is more engaged and active
learning. Because, the students would first work at their table and decide the
different points, if he assigned them the pro team, then they have to decide
different points in support of that position or that question, they probably
will also need to think of what the other team might say against that position,
and then be prepared for argue, back and forth. And so, it is a different way
of learning, because it is not simply sort of memorizing information, or simply
being able to describe a position, it is actually being able to adopt that
analyze why a company would do a certain thing, sort of a higher level of
thinking.” said Dove.</span></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 15.75pt;">
<span lang="EN-US">From the educational innovation
in Business school, we could see how they use multimedia tools and
story-form lectures to engage students and arise their interest in learning, as
well as save teaching time. We could also see how the active interactions
(in-class learning activities) rather than one-way lecturing between
instructors and students, students and students play important roles in inquiry teaching and critical learning, and sometimes lively forms such as role-play
discussion will help improve students’interest in learning and encourage their
analytical thinking.</span></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 15.75pt;">
<span lang="EN-US">According to Dove, right now the
innovation plan in the course “Macroeconomics for manager” is just a pilot, if
proved to be effective and successful, Business school expects its usage in more business courses</span></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<b><span lang="EN-US">References:</span></b></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="EN-US">[1]University
of Wisconsin-Madison, the website of Educational Innovation: </span><a href="http://edinnovation.wisc.edu/innovations/school-of-business-professor-reenergizes-classroom-experience-using-technology-and-campus-partnerships-2/"><span lang="EN-US">http://edinnovation.wisc.edu/innovations/school-of-business-professor-reenergizes-classroom-experience-using-technology-and-campus-partnerships-2/</span></a></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<span lang="EN-US">[2]
Moses, G. A., Spanngler, H. D.“Flipping Courses: Transitioning From Tranditinal
Courses to a Blended-Learning Approach.”</span></div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6725970939088528943.post-28560008093081005592013-03-22T20:52:00.000-05:002013-03-22T20:57:26.919-05:00International Teaching Assistant Training Program<div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgA1T0uZIGfKTJtYBWo2Evzgz3kuRwNhEhd3b3SNnQUcthOXCV-x0a4wfbRbnzqsVP6J3hipL469QF3aWkSM6XMM0YGfHYGtqYBFBPO4Yy8iNdq66B8FE-H0eSgDUvpBs1wKx9GyBaK1kc/s1600/images1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgA1T0uZIGfKTJtYBWo2Evzgz3kuRwNhEhd3b3SNnQUcthOXCV-x0a4wfbRbnzqsVP6J3hipL469QF3aWkSM6XMM0YGfHYGtqYBFBPO4Yy8iNdq66B8FE-H0eSgDUvpBs1wKx9GyBaK1kc/s1600/images1.jpg" /></a></div>
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I can still remember the first semester I had here last
spring. . In my prior education experience, there was no such thing called
syllabus, not mention the complete <span style="mso-fareast-language: ZH-CN;">English-speaking
learning environment and the culture shock. I noticed that in some classes,
there was one student claimed to be the teaching assistant, which was new to me
(meaning, I did not know what exact purpose the guy was for). I kept feeling dizzy
until the end of first three weeks, when the professor in my statistical class
assigned the first homework. I felt so upset about the first assignment, then I
was “saved” by my teaching assistant, a guy from middle east, who covered all
the knowledge I needed to do the home assignment during the lab session. Although
he spoke English with strong accent, he perfectly demonstrated his expertise on
statistics. </span></div>
<div class="MsoNormal">
<span style="mso-fareast-language: ZH-CN;">The international
teaching assistants in U.S. universities have been increasing in the past
decade. Undoubtedly, qualified international TAs have showed great value for
their assistance in on-going teaching, research, and service. However, As
Kathleen Bailey discussed in her article “The ‘Foreign TA Problem’”,
international TAs may lack clear understandings about the role of TA in
American education system and thus may face both linguistic and cultural
difficulties in facing their students, which probably lead to problems
sometimes.<span style="mso-spacerun: yes;"> </span>Thus, helping international
TAs to adjust them to American classroom is important for TAs, native students
and the university. </span></div>
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<br /></div>
<div class="MsoNormal">
I enrolled in a program called “<a href="http://www.english.wisc.edu/esl/ita-training-desc.html">international teaching assistant training </a>“program, which is designed to help non-native English
speaking TAs (or potential TAs) to improve their oral communication, get them familiar
with American classroom culture and effective classroom teaching skills. The
program is consisted of three parts: lecture and discussion of specific topics
each class session, observation of other international TAs, and four tasks
operated individually by students.</div>
<div class="MsoNormal">
Each class size in the program is intentionally controlled
within a small group of students. A mild amount of reading is assigned each
week, which is written and edited by experienced international TAs and
professors. For example, one article is about “compensatory strategies
classroom English” which indicates what others measures TAs can do to minimize
the possible misunderstanding because of accents. Students discuss their specific
practical problems since they are all international students and part of them
are TAs. A set of concrete, detailed and actionable instructions for
international TAs can be concluded from readings, lectures instructions and
discussions. Sometimes, we were asked to role play to practice what TAs should
do in one<span style="mso-spacerun: yes;"> </span>specific situation. For example,
I pretended as a student who was always late, the other trainee was the TA.
What kind of conversation should she talk with “me”? What measures could she
take to avoid such situations?</div>
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There are exemplars we can observe, both successful
exemplars and unsuccessful ones. After comparison and contrast, we made
conclusions what may cause problems and which measures could do communications
that are more effective. We had four presentations to perform. Each
presentation was related to classroom teaching, such as how to explicit a
concept, how to compare and describe a process and so forth. All the
presentations were recorded and fully discussed one week after the
presentation. </div>
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I benefited much from this program for I clearly understand
the role of TA in the university, get to know part of important class culture
and some crucial communication skills with native students.<br />
<br />
---by Yan Liu </div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6725970939088528943.post-44618680291412005322013-03-22T18:10:00.004-05:002013-03-22T18:11:08.191-05:00The Flipped Classroom by Dana Gerber<div style="text-align: center;">
<a href="http://www.knewton.com/flipped-classroom/"><img alt="Flipped Classroom" class="colorbox-21031" height="2831" src="http://knewton.marketing.s3.amazonaws.com/images/infographics/flipped-classroom.jpg" title="Flipped Classroom" width="600" /></a>
</div>
<div style="text-align: center;">
<i><span style="font-size: x-small;">Infographic created by <a href="http://www.knewton.com/">Knewton</a> and <a href="http://columnfivemedia.com/">Column Five Media</a></span></i></div>
<div style="text-align: center;">
<br /></div>
<div style="text-align: left;">
<div style="margin-bottom: 0in;">
<i><span style="font-size: xx-small;">(Another infographic about
this model can be found at <a href="http://www.forbes.com/sites/pascalemmanuelgobry/2012/12/11/what-is-the-flipped-classroom-model-and-why-is-it-amazing-with-infographic" target="_blank">Forbes.com</a>. This one addresses some of the
concerns about this model, but I think the accompanied article
addresses the concerns well.)</span></i>
</div>
<div style="margin-bottom: 0in;">
<br /></div>
<div style="margin-bottom: 0in;">
I am a graduate student enrolled in one
of first “flipped” course at UW Madison's School of Library and
Information Studies. Professor Kristin Eschenfelder decided to try
out this educational innovation for the Spring 2013 class of LIS 751:
Database Design. From experience, I can report that this course
design has been enormously successful in a variety of ways: workload
for both professor and student feels enormously decreased, the
pre-recorded lectures are an asset for understanding materials, and
classroom engagement is highly active and helpful.</div>
<div style="margin-bottom: 0in;">
<br /></div>
<div style="margin-bottom: 0in;">
According to <a href="http://net.educause.edu/ir/library/pdf/eli7081.pdf" target="_blank">Educause LearningInitiative</a>, “There is no single model for the flipped classroom –
the term is widely used to describe almost any class structure that
provides prerecorded lectures followed by in-class exercises.” The
main idea is a simple one that can be augmented for most classroom
needs.</div>
<div style="margin-bottom: 0in;">
<br /></div>
<div style="margin-bottom: 0in;">
Our Databases class follows the basic
foundation with a few changes. Professor Eschenfelder loads up slides
with audio attached that we watch at home. She also creates a
discussion forum for every unit using <a href="https://learnuw.wisc.edu/" target="_blank">Learn@UW</a>. During the week,
students post their questions about difficult material or technical
issues. We're encouraged to document our issues using Jing, which
makes it much easier for others to identify the problem.</div>
<div style="margin-bottom: 0in;">
<br /></div>
<div style="margin-bottom: 0in;">
Our workbook is just a set of questions
that pertain to each unit. We are given a few of the questions in the
workbook to try out ourselves before we get to class. We aren't
required to get anything correct yet – if we turn in our attempt by
9am the day of class, we're given 1 point. Then, we meet up for
class, where we spend the majority of the time working through the
questions together. We usually do so in small teams and then come
together as a class to go over possible answers. If we finish the
workbook early, Eschenfelder introduces a new concept so we're
familiar before the next unit.</div>
<div style="margin-bottom: 0in;">
<br /></div>
<div style="margin-bottom: 0in;">
While both student and professor still
have work to do, it often feels more playful. The professor glances
over our assignment before class to see where we're struggling, but
after class she is receiving corrected homework since we all did it
together. She has more time to individually respond to questions we
may have. As a student, I get to learn at my own pace, often
rewinding the lectures, but master the concepts through hands-on
group work. I always have the lectures on hand if I can't remember a
concept or want to study before a quiz. Lastly, and most importantly,
the entire class is alert and engaged. Students are encouraged to
talk to each other and to help each other. The professor moves around
class, answering questions as needed. We get to commiserate together
on difficult subject material. We also get to have lots of eyes on
our work in case we're missing a comma in our query, instead of
spending frustrating hours alone late into the night.</div>
<div style="margin-bottom: 0in;">
<br /></div>
As part of this flipped class
experiment, I can say that the new model isn't complicated, but
intuitive. It makes sense. More importantly, the material makes sense
too. I am not in school for computer science at all; I am taking a
class outside my comfort zone, yet I feel like I have a good handle
on all of the material. I feel ready to go out into the workplace.
This model respects our lack of time while still respecting the need
for us to learn something. Overall, I'm glad that Professor
Eschenfelder wanted to try this format out, because I don't think I
would have learned as much without it. My time is valued, the tuition
I am spending is worth it, and I'll be leaving class with a great
foundation.<span style="font-size: small;"><span style="font-size: small;"> </span></span><i><span style="font-size: x-small;"> </span></i></div>
Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6725970939088528943.post-12897301527858944312013-03-22T11:23:00.000-05:002013-03-22T15:56:20.086-05:00Social media in classroom<!--[if gte mso 9]><xml>
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<table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEizbV0TXgoY5TfdGSrS3h5NixewvZkBQHLmG_imTFnVAQ30EaCMJMq7HJjAHY0pg9bct-pW9jnN4qQP2at_O-HE_sCpzcZXAetPCxjY6q3mNO7HzYbDnhxNO0MsLEtWvG8gdKxi__HeLeE/s1600/Twitter_Classroom.jpg" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" height="235" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEizbV0TXgoY5TfdGSrS3h5NixewvZkBQHLmG_imTFnVAQ30EaCMJMq7HJjAHY0pg9bct-pW9jnN4qQP2at_O-HE_sCpzcZXAetPCxjY6q3mNO7HzYbDnhxNO0MsLEtWvG8gdKxi__HeLeE/s320/Twitter_Classroom.jpg" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="font-family: Arial, Helvetica, sans-serif;"><span style="background-color: #eaedf4; color: #555555; font-size: 11px; font-style: italic; line-height: 14px; text-align: start;">"</span><a href="http://www.flickr.com/photos/brunsell/4587431534/" style="background-color: #eaedf4; color: #db7200; cursor: pointer; font-size: 11px; font-style: italic; line-height: 14px; margin: 0px; outline: 0px; padding: 0px; text-align: start; text-decoration: none;" title="twitterclassroom">twitterclassroom</a><span style="background-color: #eaedf4; color: #555555; font-size: 11px; font-style: italic; line-height: 14px; text-align: start;">," an image remix by brunsell on Flickr.</span></span></td></tr>
</tbody></table>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
A <a href="http://www.news.wisc.edu/21565?utm_source=iUW&utm_medium=email&utm_campaign=iUW2013-03-06" target="_blank">recent article</a> posted on the UW News highlights the
increasing use of social media tools in classrooms around campus. As one of the
most popular social networking tool, Twitter has been added to the syllabus of
ten courses this semester. Twitter makes
the interaction between students and instructors more direct and flexible. Instructors
can expand the classroom teaching to online space and organize meaningful
discussions using hash tags. Twitter also presents an effective platform for
students to actively engage in discussing class materials, sharing opinions,
and even collaborating on class notes. </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Fortunately, I used to work as a teaching assistant for <i><a href="http://www.440.3rhinoacademy.com/" target="_blank">LSC 440: Contemporary communicationtechnologies and their social effects</a> </i>for two semesters. <a href="https://twitter.com/lscthedon" target="_blank">Don Stanley</a>, a
recent award-winning instructor in LSC is one of the pioneer teachers on campus
who incorporate Twitter and other social media tools into teaching and learning
activities. He invited guest speakers who were on the front lines of using
social media to class. Students heard how Carey Fuller from Seattle,
Washington, as a homeless mother made invisible people visible through
blogging. Students also learned how a Hollywood actress, Colleen Wainwright
shaved herself bald and raised $50,000 in 50 days for nonprofits by spreading a
self-made video via Twitter. Andy Smith, co-author of the class textbook <i>The Dragonfly Effect</i>, had a face-to-face
conversation via Skype with students about how to develop a strategic plan for
social marketing. </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
Most importantly, students did not only learn about others’
successful experiences in leveraging social media tools for gaining valuable resources,
they also got hands-on experiences using these tools to build communities and
to create meaningful change. Part of my task as a TA was to monitor and guide
students’ efforts on developing strategic social marketing plans for campus
organizations. I was also responsible to initiate and lead discussions on
Twitter. Compared to traditional face-to-face discussions
in small groups, Twitter discussions are vital because the tool enables both one-to-one and one-to-many communications. Students
can even build direct contact with guest speakers and maintain long lasting interactions via Twitter. </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
However, from a teaching perspective, I think adopting
social media tools in classroom can be a double-edged sword. Despite the
potential merits of using Twitter described above, students can be
distracted and have difficulty in concentrating on the lecture content. Some students said they felt comfortable to use live tweets to enhance understanding of class material, while a few students
expressed reluctance to tweet during class. Also, the 140 character
limit constrains the accuracy and depth of the ideas that can be communicated via the platform. Twitter is good for spreading catchphrases that
convey sparkle ideas. Yet instructors may still need to organize frequent group
meetings in order to help students develop critical thinking and collaborative
skills. As Twitter and other social networking tools have been increasingly used in classroom, it’s time for us as future educators to think about what would be
the <a href="http://www.teachhub.com/50-ways-use-twitter-classroom" target="_blank">best way</a> to use these tools to improve the quality of teaching and
learning. </div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
- Nan Li</div>
<div class="MsoNormal">
<br /></div>
<!--EndFragment-->Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6725970939088528943.post-1514383272746437802013-03-20T11:28:00.000-05:002013-03-20T11:28:39.974-05:00Spatial skills: Classroom architectural innovation in the era of “virtual learning”<!--[if gte mso 9]><xml>
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The average journalism instructor typically doesn’t spend much time thinking about engineers—especially at UW-Madison, where the two disciplines are housed in buildings separated by about a mile. Yet the engineers appear to be on to something when it comes to innovative learning spaces, and their efforts are gradually spreading toward the southeastern end of campus.</div>
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I first wrote about the Wisconsin Collaboratory for Enhanced Learning (WisCEL, pronounced like “whistle”) in 2011 while working as a science writer for the College of Engineering. At the time, architecture was a big theme in the CoE (engineers are chronic acronym creators). The Wisconsin Institutes for Discovery (WID) and the new Union South were under construction, and Engineering Hall also had received a recent face-lift. Triangulated within these projects was the Wendt Library, a squat, Brutalist-style building.</div>
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Despite its long-term status as the neighborhood eyesore, the library now is gaining a more positive architectural reputation. The entire fourth floor of the library, known officially as Wendt Commons, has become a space for teaching and learning experiments and also is home to a staff dedicated to developing technology-aided, “inverted” courses related to STEM disciplines.</div>
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At the time of <a href="http://perspective.engr.wisc.edu/2011/06/beyond-the-classroom-experimental-environment-promotes-undergrad-learning/"><span class="s1">my initial press release</span></a>, WisCEL was in its infancy, and the team behind the “collaboratory” had only recently obtained a grant to expand to College Library. Now, WisCEL-related renovations at College are complete, and the WisCEL spaces at both libraries are active sites that host multiple introductory courses, mostly related to math. And this year, WisCEL was included on Interim Chancellor David Ward’s <a href="http://edinnovation.wisc.edu/innovations/wiscel-classes-create-unique-learning-commons/"><span class="s1">Educational Innovation list</span></a>.</div>
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The program is clearly growing, so this week I touched base with WisCEL Director John Booske, an electrical and computer engineering professor.</div>
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“We are seeing some remarkable progress in some of the WisCEL courses towards the ‘success for all’ goal, so we are excited about this preliminary evidence that we—and the pioneering, brave instructors we are supporting in WisCEL—are on the right track,” he said.</div>
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In some ways WisCEL’s growth seems at odds with recent efforts at UW-Madison to <a href="http://www.news.wisc.edu/21520"><span class="s1">expand virtual class offerings</span></a> via MOOCs. The MOOC push has garnered press attention and political approval, though virtual learning is not a new topic of conversation on campus. For example, at a WID event in late October 2012, Director David Krakauer and other panelists dreamed of an educational experience free of a physical campus altogether. (Krakauer also <a href="http://www.nature.com/news/online-learning-campus-2-0-1.12590" target="_blank">was in the news again</a> this week talking about MOOCs.)</div>
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Are initiatives related to reforming classroom architecture, then, simply a stopgap until the full fruition of virtual education? The main forces behind WisCEL don’t think so. According to Booske, WisCEL instructors may choose to experiment personally with online materials and instruction, but any online-only efforts are distinct from their WisCEL-related courses.</div>
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“WisCEL's mission does and will continue to focus on the learning of on-campus students,” Booske said. “We are focused on our primary mission, which is ‘success for all,’ where ‘all’ for us means on-campus learners. That's [an] ambitious enough goal without spreading ourselves too thin to also think about MOOCs.”</div>
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For now, at least, physical classrooms are still an educational mainstay. In terms of circling this discussion back to journalism education, an increased emphasis on class architecture and student-centered “learning environments” could be valuable in many of our own courses. J202 is the most obvious example of this. The computer lab-style environment is well designed for a teaching assistant to stand at the front of the room and write on a white board, then walk around and coach individual students over their shoulders.</div>
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However, the current U-shape doesn’t allow for students to comfortably circle up for group work, spread out draft papers or set laptops close together for peer editing. Students essentially sit side-by-side in a cubicle format, with little shared real estate. If they do work collaboratively on print designs, video projects or web sites, one student ends up “driving” the mouse and keyboard while the others can only point and try to describe what they’d like to see.</div>
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An alternative environment could, for example, allow multiple students to work on a large screen at the same time via multiple mice or mirrored or dual monitors, which could create larger virtual spaces for creative work. Even more simply, an open room design could allow students to sit together more casually, which would facilitate more fluid group brainstorming and better resemble a newsroom or communications office environment. In the current U-shape, it’s all too easy for students on the edges of the room to hide behind screens and check out of group discussions entirely.</div>
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The WisCEL team is beginning to experiment with non-STEM courses. Currently two integrated liberal studies courses and a business course are available via WisCEL centers. (Booske said STEM instructors were the first willing to work with WisCEL, which is why these course “got in the door first.”)</div>
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However, while WisCEL is open to partnerships with social science and humanities instructors, Booske was somewhat cautious about major expansion. He said more WisCEL centers would be necessary, as well as an increased awareness of best practices for developing courses in non-traditional classroom environments. </div>
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“We are working on this,” he said. “But it involves resource investments, and that takes time and a great deal of complex logistical planning and leadership from many very individuals, all of whom are pleased and eager to see further opportunities for improved learning open up to all our students.”</div>
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While WisCEL’s growth plan is limited for now, perhaps it’s a good idea for SJMC instructors to start developing our own experimental classroom structures. Inverted pyramid chairs, anyone?</div>
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--Sandra Knisely</div>
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<!--EndFragment-->Unknownnoreply@blogger.com0tag:blogger.com,1999:blog-6725970939088528943.post-60523137836658856482013-02-07T13:20:00.001-06:002013-02-07T13:21:14.590-06:00Excerpts from John C. Bean's Engaging IdeasLast Friday, Brad Hughes pointed us to a high-quality sourcebook for writing/thinking research and practical tools for course instructors: John C. Bean's <i>Engaging Ideas: The Professor's Guide to Integrating Writing, Critical Thinking, and Active Learning in the Classroom, </i>2nd ed.<i> </i>(2011). I've taken the liberty of uploading a selection of six chapters from this book to our <a href="https://mywebspace.wisc.edu/gdowney/courses/j901/readings/">reading repository</a>, in case any of you wish to explore it.Greg Downeyhttp://www.blogger.com/profile/09154543464555817869noreply@blogger.com0