In Women's Ways of Knowing, Belenky, Clinchy, Goldberger, and Tarule describe the different possibilities of female intellectual awareness (knowing) from silence, to received knowledge, to subjective knowledge, to procedural knowledge, to constructed knowledge. It is the constructed knowledge that fits quite well into Web 2.0 capabilities such as social networking, blogging, creating wikis, podcasting, and more. In this last "way of knowing", women, the authors assert, are able to create "the optimum setting so that half baked, emergent ideas can grow" (144) and they are able to identify and use “a way of connecting to others and acquiring and communicating new knowledge” (145).
Connecting, innovating, incubating, listening, providing context, seeking, recording, sharing, and declaring: all of these activities are reflected in the technology tools that are a part of eLearning. The student who comments on a blog puts her voice into publication, into the public sphere, into a conversation with anyone and everyone who reads the blog. The student who contributes to a class wiki is physically and mentally engaged in the act of producing knowledge, of recording and communicating intellectual growth, of collaborating with others to create. The student who uses coursework posted on Open Source sites is able to control the pace and the content of her learning.
Source:
Belenky, M. F., Clinchy, B. M., Goldberger, N. R., and Tarule, J. M. (1997). Women's ways of knowing: The development of self, voice and mind. Tenth anniversary edition. New York: Basic Books.
Tuesday, October 21, 2008
The Power of Blogs in Intellectual "Ownership"
Blogs offer the opportunity for continual revision in the public sphere. The author has the opportunity to publish, then revisit the published text and change it as often as desired. This change may be precipitated by comments that viewers of the blog leave in connection with a particular entry, or the changes may be the result of the writer’s desire to sharpen and to hone their text. In either case, revision is a clear option, and one that the writer is able to take advantage of in the public sphere. The old post is replaced by the new post; the more thoughtful, cohesive “post” is what the world sees.
Writing traditional papers that are handed in to a professor is a linear, private transaction. The student writes, then gives a finished product to the teacher. Perhaps there are drafts along the way, lesser transactions of handing the draft to a tutor, to a peer reviewer, or to the professor for preliminary feedback. In any of these instances, the student is required to relinquish control over his or her document by rendering a static, finished product to an authority, thereby delimiting the development of the writing product by completing a transaction with an audience.
Writing blog entries expands the transaction between student producer and audience. In space and in time, the student is the primary agent of the text; the student’s voice remains dominant. The student never relinquishes his or her position as knower, as writer, as thinker, as reviser – as creator of the blog, “owner” of the domain. Others may comment on certain thoughts or ideas, but these comments are physically relegated to a secondary space on the Blog, the comment box. It matters that anyone and everyone can read these comments, because the comments are then subject to analysis and criticism (very unlike traditional teacher grading). The student has the opportunity to revisit and grow his or her ideas immediately by engaging these comments.
Writing traditional papers that are handed in to a professor is a linear, private transaction. The student writes, then gives a finished product to the teacher. Perhaps there are drafts along the way, lesser transactions of handing the draft to a tutor, to a peer reviewer, or to the professor for preliminary feedback. In any of these instances, the student is required to relinquish control over his or her document by rendering a static, finished product to an authority, thereby delimiting the development of the writing product by completing a transaction with an audience.
Writing blog entries expands the transaction between student producer and audience. In space and in time, the student is the primary agent of the text; the student’s voice remains dominant. The student never relinquishes his or her position as knower, as writer, as thinker, as reviser – as creator of the blog, “owner” of the domain. Others may comment on certain thoughts or ideas, but these comments are physically relegated to a secondary space on the Blog, the comment box. It matters that anyone and everyone can read these comments, because the comments are then subject to analysis and criticism (very unlike traditional teacher grading). The student has the opportunity to revisit and grow his or her ideas immediately by engaging these comments.
Tension between IT and Faculty
One of the challenges to envisioning a Web 2.0 focus is pushback that can occur from faculty. Especially at smaller institutions, many instructors are overtaxed in their teaching and administrative duties. Asking faculty to adopt new technologies into their pedagogy is asking them to significantly increase a workload that is already heavy....And the result can be that if and when these overtaxed faculty members do need to use some form of technology in the classroom, the IT department handles it.
At small schools, this IT department may simply be an IT person, who must support students, faculty and staff in understanding and effectively using any and all technology tools. Thus, this IT person is also overtaxed.
Luke Fernandez contributed an interesting article to EduCause Quarterly, "An Antidote to the IT - Faculty Divide", about the relationship - often strained - between IT staff and faculty. I do not completely agree with Fendandez, particularly in his concluding recommendation that IT people need to reach out to faculty more. Particularly at a very small college where there is only one IT person, this places a huge amount of effort on one end. In truth, everyone needs to be persuaded that Web 2.0 technologies are really not that scary or difficult to use, and that these technologies-moderately easy to adapt to - are essential to student success in the 21st Century.
But I want to highlight one of Fernandez's thoughts in particular because it does not, I believe, reflect this school's situation:
Fernandez writes that "From the point of view of many faculty, the growth of IT more often advances the interests and market-oriented perspectives of the administration, solidifying and securing the powers of the administration over faculty and narrowing faculty's ability to teach with a modicum of autonomy. Rather than fostering a spirit of free inquiry and creativity, IT seems complicit in the promotion of "factory" models of education where innovation and exploration are sacrificed to automation, efficiency, and the codification of standardized business processes."
If technology is embraced by all, if learning communities are formed for faculty members who are experimenting with technology, if the IT person is invited to/included in faculty committees and meetings, if the IT person is seen as more than someone with a set of skills and instead as a mentor to faculty members.....then the inclusion of technology will not, perhaps, be so fraught with tension.
At small schools, this IT department may simply be an IT person, who must support students, faculty and staff in understanding and effectively using any and all technology tools. Thus, this IT person is also overtaxed.
Luke Fernandez contributed an interesting article to EduCause Quarterly, "An Antidote to the IT - Faculty Divide", about the relationship - often strained - between IT staff and faculty. I do not completely agree with Fendandez, particularly in his concluding recommendation that IT people need to reach out to faculty more. Particularly at a very small college where there is only one IT person, this places a huge amount of effort on one end. In truth, everyone needs to be persuaded that Web 2.0 technologies are really not that scary or difficult to use, and that these technologies-moderately easy to adapt to - are essential to student success in the 21st Century.
But I want to highlight one of Fernandez's thoughts in particular because it does not, I believe, reflect this school's situation:
Fernandez writes that "From the point of view of many faculty, the growth of IT more often advances the interests and market-oriented perspectives of the administration, solidifying and securing the powers of the administration over faculty and narrowing faculty's ability to teach with a modicum of autonomy. Rather than fostering a spirit of free inquiry and creativity, IT seems complicit in the promotion of "factory" models of education where innovation and exploration are sacrificed to automation, efficiency, and the codification of standardized business processes."
If technology is embraced by all, if learning communities are formed for faculty members who are experimenting with technology, if the IT person is invited to/included in faculty committees and meetings, if the IT person is seen as more than someone with a set of skills and instead as a mentor to faculty members.....then the inclusion of technology will not, perhaps, be so fraught with tension.
Monday, October 20, 2008
Pick and Choose
From Web2.0 magazine, here is a basic rundown of the many many options from which to choose in incorporating Web 2.0 into the classroom. The list is organized by programming. video, music, chats, blogging, bookmarking, VOIP, games and sketching, wikis, office tools, RSS, emails, new, file sharing and more. There are several options under each heading.
This list, and in particular its categorical breakdown, provides a good framework for determining out needs/desires in terms of options for instructors and trainings that might be needed.
This list, and in particular its categorical breakdown, provides a good framework for determining out needs/desires in terms of options for instructors and trainings that might be needed.
Web 2.0 and Today's Workforce
Unfortunately, I cannot link to the Aberdeen Report, which, according to CNN.com and other sites was sponsored at some point, but according to Aberdeen's page, is no longer sponsored or viewable by nonmembers. Shame. The secondary sources that I have found, however, capture and summarize the findings of the study that are relevant to my project, namely, that Web 2.0 capabilities are essential for individuals entering the current workforce.
Aberdeen found that "Best in Class" companies utilize Web 2.0 tools in order to increase worker productivity and output. These companies invest in the professional development of their workers who might need guidance in using these tools.
The important take away here is that in the business world, working with Web 2.0 is a fundamental skill. If it valued in the workplace, then it should be valued and cultivated in academia.
Aberdeen found that "Best in Class" companies utilize Web 2.0 tools in order to increase worker productivity and output. These companies invest in the professional development of their workers who might need guidance in using these tools.
The important take away here is that in the business world, working with Web 2.0 is a fundamental skill. If it valued in the workplace, then it should be valued and cultivated in academia.
Exciting Resources for Instructors
1) The Open Learning Initiative from Carnegie Mellon University is a free offering of courses ranging from Biology to Economics to French. I entered into the French module and performed some of the exercises - they were quite engaging and would be an extremely useful addition to any French course in their student-directed pacing, self-testing, and real-life (video) simulations.
Professors who are interested in using some of the OLI models (Causal and Statistical Reasoning, Economics, French I, French II, Logic, Statistics)must register and pay a small fee. However, there are also resources for building courses and opportunities for students (or any interested individual) to participate in these courses.
2) From Merlot (Multimedia Educational Resource for Learning and Online Teaching), ideas for course enhancement and a Virtual Instructional Design helper
Professors who are interested in using some of the OLI models (Causal and Statistical Reasoning, Economics, French I, French II, Logic, Statistics)must register and pay a small fee. However, there are also resources for building courses and opportunities for students (or any interested individual) to participate in these courses.
2) From Merlot (Multimedia Educational Resource for Learning and Online Teaching), ideas for course enhancement and a Virtual Instructional Design helper
Recently launched site offers support for instructors
The Social Media Classroom site offers helpful information for looking at
- specific classroom tools that we should be looking into: integrated forum, blog, comment, wiki, chat, social bookmarking, RSS, microblogging, widgets , and video commenting
- how the use of these tools can enhance learning and help to reposition the student's experience from receiver of information to participatory seeker and creator of information
- how Web 2.0 tools are a rich extension of the best elements of traditional classroom methods, particularly those that are valued here: collaboration and self-expression
In order to access the repository of resources for educators, one needs a login ID and password.
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