CFT2009: Digital Intervention in the Dissemination of Knowledge
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Matthew Jett Hall Spring 2009 Center for Teaching Digital Intervention in the Dissemination of Knowledge
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Center for Teaching Cycle III Poster Project Presentation
Transcript of CFT2009: Digital Intervention in the Dissemination of Knowledge
Matthew Jett HallSpring 2009
Center for Teaching
Digital Intervention in the Dissemination of Knowledge
Goal
Goal: explore use of digital technologies in the classroom to determine the impact on students and faculty and apparent effectiveness.
Instructing Creating Disseminating Enabling
students to create content and teach teachers to enhance participation and disseminate
What I Want to Cover: What Works?
How effective are digital technologies in the classroom environment?
Social Context Inventory of Courses Inventory of Digital Intervention
Techniques Assess Effectiveness
Key Messages from Experience
Electronic, digital and software tools impose a cost burden in terms of time even if “free”
There is a risk of S.P.O.R. from “free” SaaS
Advertising models will expand Support, maintenance, and
preparation time Some class time will be invested in
teaching the use of the tools If it can break, it will break. Be
prepared.
Critical Questions
Does the technology get in the way? How much effort is required? Is it useful to the students? How much preparation before class? How steep is the learning curve? How complex is it during the class? What is the risk of the technology
failing?
When Generations Collide Traditionalists (62-83) “the Silent Generation, veterans”
Born: between about 1925 and 1946 Cultural influences: Great Depression, World War II, Korean War, postwar boom era, GI Bill Workplace values: loyalty, recognition, hierarchy, resistance to change
Baby Boomers (44-61) “ Sandwich Generation (many take care of children and aging parents)” Born: between about 1946 and 1964 Cultural influences: popularization of television, assassination of President John F. Kennedy, Beatles, first
moon walk, Vietnam War, antiwar protests, sexual revolution Workplace values: dedication, face time, team spirit
Generation X (27 - 43) aka: “Slacker Generation, the Me Generation” Born: between about 1964 and 1982 Cultural influences: fall of the Soviet Union, women's-liberation movement, MTV, grunge, rise of home
video games and personal computers, birth of the Internet, dot-com boom and bust Workplace values: work-life balance, autonomy, flexibility, informality
Generation Y (18-26) aka: “Millennials” Born: between about 1982 and the late 1990s Cultural influences: Internet era, September 11 terrorist attacks, cellphones, Columbine High School
massacre, Facebook Workplace values: feedback, recognition, fulfillment, advanced technology, fun
Fogg, Piper “When Generations Collide.” Chronicle of Higher Education. 18 Jul 2008: Online
Discover, Learn, and Teach
Collaborate & Discover Web / video conference Fixed line and mobile phones Instant text and mobile messaging Application sharing and joint editing Extemporaneous Real Time & Immediate: across time & distance
Learn Expand the classroom Active participation Extend the hours of learning
Disseminate Time Shift
Lecture capture Digital content on-demand Digital distribution
Four Semesters: 2007 - 2009 Fall 2007 English 115F: Worlds of
Wordcraft Spring 2008 CS 292: Beyond the One Way
Web Fall 2008 English 115F: Worlds of
Wordcraft Spring 2009 ENGM 216 Engineering
Economy
English 115F
Course: English 115F: Worlds of Wordcraft - - Narrative Expression in a Digital AgeTime Delivered: Fall 2007, 2008, 2009Students: 15 first year studentsRequired: Yes Course Description:
Computer games are transforming the entertainment industry, generating $12.5 billion in revenue in 2006 and attracting countless adults as well as children to virtual play. For more than twenty years, online communities have been producing new forms of psychological, social, and cultural experience. The early text-based spaces of MOOs and chat rooms have evolved into virtual societies such as Second Life, which provide a platform for everything from educational experiments to virtual sex to commerce with imaginary currency and real money freely exchanged. Early text-based adventure games such as Zork have become the multimedia environments of online games like World of Warcraft, which combine the written word with graphics, music, skills, professions, and action. Are online games generating new interactive modes of narrative? How do multimedia environments transform the age-old patterns of quest romances that structure much game play? Is the line between virtual and real experience erased by the fusion of online communities, role playing, and escapist fictions? These questions will animate our consideration of digital narrative forms. Co-taught by the head of ITS and the chair of the English department, the course will meet in a high tech multimedia seminar room, allowing us to explore the fundamentals of game design. Students will be required to subscribe to an online game for the semester and will compare the interactive story arcs with related narrative forms from literature and film. Readings will range from Spenser’s Faerie Queene to Neal Stephenson’s Snow Crash and include critical theory such as Bolter and Grusin’s Remediation: Understanding New Media, Edward Castronova’s Synthetic Worlds: The Business and Cultures of Online Games, Jesper Juul’s Half-Real: Video Games between Real Rules and Fictional Worlds, and McKenzie Wark’s Gamer Theory.
Website / Syllabus: http://worldsofwordcraft.wordpress.com/syllabus-2008/
CS 292
Course: Computer Science 292: Beyond the One Way Web: From Publishing to ParticipationTime Delivered: Spring 2008Students: 12 undergraduate, 3 graduate studentsRequired: No Course Description:
October 2004 marked the debut of a new set of terminology and concepts in both the computer science and mainstream vocabularies: Web 2.0. As personal computers, 3D rendering, game consoles, and smart mobility devices achieve ever lower price points and higher degrees of capabilities, each can connect to high speed mobile and land based Internet services. The network now is much greater than the sum of its parts, and social computing, personal journalism, and digital media now take on new significance in the hands of individuals as equally empowered as well-known journalists and authors. As the worldwide population with Internet connectivity reaches over 1.1 billion people in 2007, the power of individuals to create and disseminate interesting, professional and informative content and technical innovation rises at an exponential rate. This course explores both the technological breakthroughs and the underlying social changes that enabled the shift from publishing to participation. In conjunction with this, we will explore how industries such as software development, entertainment, and medicine adapt to the increasing changes forced upon them. By equipping the student with basic vocabularies and living examples from the Web 2.0 world, he or she can more effectively engage in and shape the on-going discussions about the future of our connected societies.
Upon completing this course, the student will
Develop a conceptual framework work that places technical innovation in appropriate business and social context Understand the fundamental history of the Internet Be able to define Web 2.0 and approach conversations around this topic in both an informed and critical manner Understand Web 2.0’s social impact on journalism, publishing, intellectual property and broadcasting Develop a framework and vocabulary for critical analysis and discourse Gain practical experience with Mashup, Podcasting and Blogging software and tools Undertake examinations, projects, and individual experiences that utilize Web 2.0 terms, tools, and techniques Create a Podcast: Summary of a Chapter from Where Wizards Stay Up Late Weekly class blog post: screen shot and topic Participate in five quizzes to test your knowledge of the topics under discussion. Be informed as to the future of our connected world
Website / Syllabus: http://beyondtheonewayweb.wordpress.com/7/
ENGM 216
Course: Engineering Management 216: Engineering EconomyTime Delivered: Spring 2009Students: 43 Undergraduate Engineering students (Civil / Structural
primarily)Required: Yes Course Description:
Economic evaluation and comparison of alternatives: interest, periodic payments depreciation, criteria, and analytical procedures in investment decision-making, plant feasibility, and cost estimating. Provides a fundamental finance course for determine the time value of money in addition to macro-economic trends that impact how you make good decisions.
Website: Course Links: http://delicious.com/matthew_hall4/216Supplemental Materials: http://tinyurl.com/a5kve8
Technology Tools: Evaluation
Ease of Use Cost Learning Curve Preparation TimeTechnical Support Required
Hill Center: Podcast Studio
Learning Tools of podcasting Narrative Summarization
Dissemination Uploads content
from studio to YOUTUBE
Interactive White Board
Allows participation
Records key points
Digital record of activity
Disseminate & Reference: Youtube
Dissemination Inexpensive
distribution vehicle
In-Class Use Requires extra
time to weed out non-sense
Create and Participate: Blog
Wordpress
Casual, quality writing
Audience awareness
Tags / Classification
Document Imager
English 115F Used to
capture narrative in the text on the Smartboard
Comparison to other media
Dangers of SAAS / “The Cloud”
Shirking Poaching Opportunistic Renegotiation Out of Custody / Loss of Control Counterparty Risk
Youtube: Dangers Of Classroom
4/9/2009 – Engineering Management Embarassing in video advert
Professor’s Role: Web 2.0 Content
Advice – Screen your content in its entirety!
Source of Credibility Transfer Perusing, Scanning, and Verifying
utility Is it legal? Copyright? Re-Use Will it be there in future?
Links
Course Related 115F Course Home: http://worldsofwordcraft.wordpress.com/ Matt’s Youtube Channel: http://www.youtube.com/user/matthewjetthall 115f Supplemental: http://preview.tinyurl.com/worldsofwordcraft CS292: http://beyondtheonewayweb.wordpress.com/ Vicarious Universe: http://vicariousuniverse.wordpress.com/ Delicious Bookmarks: http://delicious.com/matthew_hall4
Center for Teaching Cycle 1: http://www.cfkeep.org/html/snapshot.php?id=34889880693415 Cycle 2: http://www.cfkeep.org/html/snapshot.php?id=78806081767013 Cycle 3: http://www.cfkeep.org/html/snapshot.php?id=8586875133763
Other The Net Generation Goes to College:
http://chronicle.com/free/v52/i07/07a03401.htm When Generations Collide:
http://chronicle.com/weekly/v54/i45/45b01801.htm
