etc@bmc
Wednesday, June 20, 2007
Click and Double-Click 17: Web 2.0 and Academic Publishing
This week, Mark and I talked to Tim Burke from Swarthmore College and Collin Brooke from Syracuse University about various issues related to Academic Publishing in the web 2.0 world. They've both written in their blogs about these issues. Here are some of the posts that inspired the show:
Fun with Intellectual Property Issues
If Tuesday Began with the letters CSH
Is it really so complicated?
We covered a lot of ground, from the economics of publishing to tenure and promotion to tagging. I think the words of the day were "distribution" and "circulation."
Enjoy!
Episode 17 (mp3; approx. 40 mb)
Fun with Intellectual Property Issues
If Tuesday Began with the letters CSH
Is it really so complicated?
We covered a lot of ground, from the economics of publishing to tenure and promotion to tagging. I think the words of the day were "distribution" and "circulation."
Enjoy!
Episode 17 (mp3; approx. 40 mb)
Tags:
Friday, June 15, 2007
Click and Double-Click: Episode 16, Gaming
This week, while Mark was basking at the beach, I talked to Lindsay Gold and Liz Newbury, two former Bryn Mawr students who are also gamers. We talked extensively about issues we see surrounding women getting involved in gaming. They did a presentation for our department on the Wii, WoW, and Second Life. I recorded that presentation and will post it later. In the meantime, take a listen to my interview with them.
Episode 16 (mp3, approx. 24 mb)
Episode 16 (mp3, approx. 24 mb)
Friday, June 08, 2007
Click and Double-Click: Episode 15: Online bibliography tools
In this episode, we cover several bibliography tools and issues surrounding their use.
Episode 15 (mp3, about 16mb)
Links we covered:
My EndNote
Zotero
CiteULike
BibMe
Want us to cover something in a podcast? Email us at lblanken [at] brynmawr [dot] edu or mcolvson [at] brynmawr [dot] edu or tag it in del.icio.us with bmcpodcast. Or leave us a comment here. We'll take feedback and suggestions in any form!
Episode 15 (mp3, about 16mb)
Links we covered:
My EndNote
Zotero
CiteULike
BibMe
Want us to cover something in a podcast? Email us at lblanken [at] brynmawr [dot] edu or mcolvson [at] brynmawr [dot] edu or tag it in del.icio.us with bmcpodcast. Or leave us a comment here. We'll take feedback and suggestions in any form!
Tags:
Tuesday, June 05, 2007
Students not as tech-savvy as we think
At the beginning of a workshop today, I explained that it's a common misconception that today's students live and breathe technology and therefore, we, as educators should pile on the technology to appeal to them. Many college students have Facebook accounts, use IM, frequent YouTube and can manage multiple email accounts, but not all, and those that do are not usually accustomed to using those tools as a way to learn or to engage in critical inquiry.
An article in Innovate, Questioning Assumptions about Students Expectations of Technology Use in College Classrooms, is an ethnographic study of students and their use of technology both in and out of the classroom. It found that students prefer more traditional methods of teaching in the classroom and resist using computers in a classroom setting. The study focused, it seemed, on laptop use specifically and did not discuss other technology that faculty might have used to enhance the classroom experience, such as social software, course management systems, or 3D modeling.
The researchers claimed at the beginning that they "sought to understand the ways in which liberal arts college students use technology to make meaning of their college experience in both academic and non-academic spaces on campus." However, it seems they mainly discovered how students used laptops, which seems a very limited view of student technology use. They conclude that "we may not be at the point of changing the classroom practices of either professors or students, contrary to common assumptions." But they never really question why. All they really showed was that neither group was ready for laptops in the classroom. I'd like to see a further exploration of students' resistance to other forms of technology in the classroom, a resistance I think is real in many cases and one I think it's worth investigating further. My own assumptions are that technology isn't even introduced in the learning experience in the first place and when it is, it may not be well planned, so that students don't understand why it's being used and therefore resist it.
Some of the references in the paper may answer my questions, so that's my next immediate exploration.
An article in Innovate, Questioning Assumptions about Students Expectations of Technology Use in College Classrooms, is an ethnographic study of students and their use of technology both in and out of the classroom. It found that students prefer more traditional methods of teaching in the classroom and resist using computers in a classroom setting. The study focused, it seemed, on laptop use specifically and did not discuss other technology that faculty might have used to enhance the classroom experience, such as social software, course management systems, or 3D modeling.
The researchers claimed at the beginning that they "sought to understand the ways in which liberal arts college students use technology to make meaning of their college experience in both academic and non-academic spaces on campus." However, it seems they mainly discovered how students used laptops, which seems a very limited view of student technology use. They conclude that "we may not be at the point of changing the classroom practices of either professors or students, contrary to common assumptions." But they never really question why. All they really showed was that neither group was ready for laptops in the classroom. I'd like to see a further exploration of students' resistance to other forms of technology in the classroom, a resistance I think is real in many cases and one I think it's worth investigating further. My own assumptions are that technology isn't even introduced in the learning experience in the first place and when it is, it may not be well planned, so that students don't understand why it's being used and therefore resist it.
Some of the references in the paper may answer my questions, so that's my next immediate exploration.
Tags:
Friday, June 01, 2007
Click and Double-Click: Episode 14
This week I talked to our new Summer Multimedia Interns. They talk about what they're looking forward to this summer, how they use technology, social networking and more.
Episode 14 (about 14 mins.)
Episode 14 (about 14 mins.)
