Teaching and Technology
From Narrative to Database: Multimedia Inquiry in a Cross-Classroom Scholarship of Teaching and Learning Study
Posted March 5th, 2009 by Michael Coventry and Matthias Oppermann
0 Comments | 1047 Page Views
Michael Coventry and
Matthias Oppermann draw on their work with student-produced digital
stories to explore how the protocols surrounding particular new media
technologies shape the ways we think about, practice, and represent
work in the scholarship of teaching and learning. The authors
describe the Digital Storytelling Multimedia Archive, an innovative
grid they designed to represent their findings, after considering how
the technology of delivery could impact practice and interpretation.
This project represents an intriguing synthesis of digital humanities
and the scholarship of teaching and learning, raising important
questions about the possibilities for analyzing and representing
student learning in Web 2.0 environments.
NERCOMP Workshop: Multimedia Project Support for Faculty and Students
Posted February 24th, 2009 by lisagatesphd@gm...
0 Comments | 777 Page Views
Registration is open for NERCOMP's April 16th workshop "Multimedia Project Support for Faculty and
Students." With multimedia on the rise in the classroom, find out what campuses need in facilities, instruction, software and support. For more information, see http://www.nercomp.org/events/event_single.aspx?id=1768.
NERCOMP Workshop: Blended Learning: Realizing the Promise of the Best of Both Worlds
Posted February 24th, 2009 by lisagatesphd@gm...
0 Comments | 646 Page Views
Blended learning (also known as hybrid learning) is often
described as the “best of both worlds” because it combines the affordances of
both face-to-face and online learning. Good blended courses don’t just
happen by default--many factors contribute to the success or limitations of
fledgling blended courses and programs. Find out more at this April 16th workshop: http://www.nercomp.org/events/event_single.aspx?id=1769.
Multimedia as Composition: Research, Writing, and Creativity
Posted February 17th, 2009 by Viet Thanh Nguyen, University of Southern California
0 Comments | 1321 Page Views
Viet Thanh Nguyen reflects on a three-year
experiment in assigning multimedia projects in courses designed around
the question “How do
we tell stories about America?” Determined to integrate multimedia
conceptually into his courses, rather than tacking it onto existing
syllabi, Nguyen views multimedia as primarily a pedagogical strategy
and secondarily a set of tools. Exploring challenges and opportunities
for both students and teachers in using multimedia, he outlines principles
for teaching with multimedia, and concludes that, while not for everyone,
multimedia can potentially create a transformative learning experience.
Turbo-Charged Wikis: Technology Embraces Cooperative Learning
Posted February 16th, 2009 by Jon F. Orech, Downers Grove South High School
0 Comments | 1363 Page Views
Jon Orech offers suggestions and resources for use of wikis in the classroom.
Multimedia in the Classroom at USC: A Ten Year Perspective
Posted February 9th, 2009 by Mark E. Kann, University of Southern California
0 Comments | 1330 Page Views
Does multimedia scholarship
add academic value to a liberal arts education? How do we know? Looking
back at the history of the Honors Program in Multimedia Scholarship
at USC, Mark Kann draws on his own teaching experience, discussions
with other faculty members, and the university’s curriculum review
process to explore these questions. He describes the process of developing
the program’s academic objectives and assessment criteria, and the
challenges of gathering evidence for his intuitions about the effects
of multimedia scholarship. Finally, Kann reports on the program’s
first student cohort and looks ahead to the future of multimedia at
USC.
Engaging Students as Researchers through Internet Use
Posted January 18th, 2009 by Taimi Olsen, Tusculum College
0 Comments | 1995 Page Views
Effective habits of research begin early and should be
practiced often. Unearthing discoveries, making connections, and
evaluating judiciously are research traits valued by Taimi Olsen in her
first-year composition course. Not only should these research habits
exist in the library, but Olsen advocates the application of these
habits in online archives hones students' abilities to become expert
researchers.
Reading the Reader
Posted January 18th, 2009 by Sharona A. Levy, Brooklyn College
0 Comments | 1817 Page Views
Many teachers wonder what happens (or doesn't happen) when students
read text. What knowledge do students need, gain, or seek when
reading? Through VKP's early emphasis on technology experimentation,
Sharona Levy adapted a proven reading method of annotation from paper
to computer. Through using the comment feature in Word, students'
reading processes became more transparent, explicit, and traceable,
allowing her to diagnose gaps in understanding and to encourage
effective reading strategies.
Producing Audiovisual Knowledge: Documentary Video Production and Student Learning in the American Studies Classroom
Posted January 18th, 2009 by Bernie Cook, Georgetown University
0 Comments | 2062 Page Views
Traditionally, academic institutions have segregated
multimedia production from disciplinary study. Bernie Cook wondered
what his American Studies students would learn from working
collaboratively to produce documentary films based on primary sources,
and what he in turn might find out about their learning in the process.
Students created documentary films on local history, and wrote
reflections on their creative and critical process. Not only did
students report tremendous engagement with the topics and sources for
their projects, they also indicated satisfaction at being able to
screen their work for an audience. By allowing his students to become
producers of content, Cook enables them to participate fully in the
intellectual work of American Studies and Film Studies.
Capturing the Visible Evidence of Invisible Learning
Posted January 7th, 2009 by Randy Bass and Bret Eynon
0 Comments | 3283 Page Views
This is a portrait of the new shape of learning with digital media, drawn around three core concepts: adaptive expertise, embodied learning, and socially situated pedagogies. These findings emerge from the classroom case studies of the Visible Knowledge Project, a six-year project engaging almost 70 faculty from 21 different institutions across higher education. Examining the scholarly work of VKP faculty across practices and technologies, it highlights key conceptual findings and their implications for pedagogical design. Where any single classroom case study yields a snapshot of practice and insight, collectively these studies present a framework that bridges from Web 1.0 to Web 2.0 technologies, building on many dimensions of learning that have previously been undervalued if not invisible in higher education.
